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Ever Green Generation at the Dawn of the 21st Century: Is Technology a Deciding Factor on Learning Outcomes?

Ever Green Generation at the Dawn of the 21st Century: Is Technology a Deciding Factor on Learning Outcomes?

Joshua Michael Kuboja
Copyright: © 2019 |Pages: 10
ISBN13: 9781522559153|ISBN10: 1522559159|ISBN13 Softcover: 9781522587538|EISBN13: 9781522559160
DOI: 10.4018/978-1-5225-5915-3.ch012
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MLA

Kuboja, Joshua Michael. "Ever Green Generation at the Dawn of the 21st Century: Is Technology a Deciding Factor on Learning Outcomes?." Technology-Supported Teaching and Research Methods for Educators, edited by Lazarus Ndiku Makewa, et al., IGI Global, 2019, pp. 218-227. https://doi.org/10.4018/978-1-5225-5915-3.ch012

APA

Kuboja, J. M. (2019). Ever Green Generation at the Dawn of the 21st Century: Is Technology a Deciding Factor on Learning Outcomes?. In L. Makewa, B. Ngussa, & J. Kuboja (Eds.), Technology-Supported Teaching and Research Methods for Educators (pp. 218-227). IGI Global. https://doi.org/10.4018/978-1-5225-5915-3.ch012

Chicago

Kuboja, Joshua Michael. "Ever Green Generation at the Dawn of the 21st Century: Is Technology a Deciding Factor on Learning Outcomes?." In Technology-Supported Teaching and Research Methods for Educators, edited by Lazarus Ndiku Makewa, Baraka Manjale Ngussa, and Joshua Michael Kuboja, 218-227. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5915-3.ch012

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Abstract

Technology in education is somehow misconceived by many scholars who think that it replaces conventional knowledge and its transmission. From the onset of this chapter, the author admits that technology has a lot to offer and improve teaching and learning transaction in terms of curriculum design, curriculum implementation, and curriculum evaluation in all stages. It also sets a pace as an aid to learning especially during this era of technological savviness. To answer the question whether technology is a deciding factor on learning outcomes remains a work of further research and more so educational dialogue forums on the subject matter. However, this study has underscored the significance and usability of technology to learning and that without which learning outcomes become rather wanting. It is further argued that teachers who are half baked in the use of technology can bring more harm to education than good. To be precise, technology in education requires a “handle with care” machine. Teachers must be able to use the “machines” and not to be used by them.

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