Informational Technology Paper Example

Introduction

The information and communication technology sector have experienced numerous changes over the years. Since the inception of computing technology, several advancements have taken place due to innovative inventions by humankind. A comparison between the present-day level of access and usage of computer systems and previous decades reveals that times have changed significantly. While initial gadgets had limited capabilities, they offered much promise. Individuals such as Robert Taylor understood the unmatched opportunities and advantages that the development of computing technology would have on society. Due to the vision, he authored a book, "The Computer in the School: Tutor, Tool, Tutee," which impacted the thought processes of a generation of educational innovators. While the book covers aspects of the critical role of computers in human learning, it provided much-needed insight into an educational resource with endless possibilities (Taylor, 1980). Thus, the author captured a necessary framework that highlighted the place and value of computing in education.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Save 25%

Summary of Taylor's Articles

Robert Taylor's "The Computer in the School: Tutor, Tool, Tutee," published in 1980, sought to introduce and inform innovators in the education sector of computing in learning. The book begins by acknowledging that computing will play an increasingly important role in human knowledge in the future. It then presents the author's vision of the duties that the technology will carry out in education settings(Taylor, 1980). With vast and rapidly advancing technological innovations, the available computing power continues to increase. Thus, at that time, the application of technology to education became more appealing to educators and parents.

Given the highly diversified abilities of a computer and the complex functions it performs; the author develops a simple framework to facilitate readers' understanding. Based on the purpose of the application, the author identifies the computer as a tutor, tool and a tutee. As a tutor, the system relies on programs input by programming experts to present material, receive learners' feedback, and evaluate it. As a tool, the gadget provides learning assistance to students on specified areas of learning only. In this capacity, it serves as an aid that enhances outcomes. Lastly, as a tutee or student, the device provides a chance for students to learn since they have to communicate with it(Taylor, 1980). The process entails practicing how to program and interact with computers. Thus, it is a source of insight into the sophisticated technology.

The article presents various points of view of other authors on the use of computers. Alfred Bork, a physics professor, emphasizes concept mastery, self-paced instruction, and computer-resident testing. He perceives stand-alone devices as an essential vehicle in the new generation of computer-assisted learning. Besides, Thomas Dwyer, a computer scientist focuses on a heuristic, exploratory approach based on principles. He believes that teachers are a central force that supports learning terming teacher education as necessary to facilitate broad use of computers (Taylor, 1980). Arthur Luehrmann, a professor, defines computing as crucial technology. Thus, he emphasizes the need for widespread literacy. Seymour Papert, a mathematics professor, views the device as an essential tool that can help young children. Therefore, he focuses on applications to teach children how to program. The article also explores the role of Patrick Suppes in the development of computer-assisted instruction (Taylor, 1980). Thus, it details the impact the five have had on computing and education.

"Reflections on The Computer in the School" by Robert Taylor is a 2003 publication that reflects the author's original book. Taylor begins by acknowledging that minimal advancement had occurred in computing technology 23 years ago. The first book, published in 1980, relied on slightly narrow perspectives given the limitations encountered in the sector at that time. However, at the time of the reflection, significant changes have occurred. Some of the developments in the world of computers and digital technology have various implications on society (Taylor, 2003). Thus, by reflecting on the past, the author hopes to provide vital information that will enable humankind to enhance the effectiveness of the technology.

Taylor uses a new format of categorization to group uses of digital technology in schools. Unlike the previous model that focused on its role as a tutor, tool, and student, it entails access, collaboration, communication, and experience. Access refers to the ability of students and teachers around the world to reach a broad and extensive body of information through networks. Collaboration involves the use of digital technology as an educational resource that facilitates interaction with other participants beyond the school borders. Communication entails the use of internet and digital exchange platforms to share data or interact with peers and experts across the globe(Taylor, 2003). Lastly, relying on technology allows learners to experience a variety of things about the universe through simulations.

Digital technology has had an impact on schools over the past 23 years. The author highlights three sets of positive as well as negative implications likely to arise from embracing technology. An example of a positive effect is that change in the role of a teacher to become a coach. On the other, a problem such as the possibility of exhaustion of the user of technology arises due to the need to stay informed. The article also considers effects that have mixed influences on participants within the education sector. The author ends the article by presenting his opinion about the future of technology and its uses in areas such as education, communication, and transport(Taylor, 2003). Thus, while many people may perceive these advantages causally, they have significantly impacted human life.

Reflection on Taylor's Articles

Taylor's framework stipulates that a computer can function as a tool, a tutor or a student. He arrived at the structure based on the application of devices in a school setting. While the author developed the model several years ago, some of its major elements are applicable in present-day society. The gadgets are useful in the presentation of educational material to students, issuing of examinations and tests, and evaluation of responses. Besides, teachers use them to analyze and store records obtained from the evaluation phase. The computer also serves its function as a tool in the classroom. Instructors make use of these devices to assist learners in carrying out tasks such as complex calculations and map-work Mathematics and Geography respectively (Taylor, 1980). Other disciplines that rely on the gadget include Music and Art. The third aspect of using a computer as a student that still exists today entails learners put through programming classes. They learn how to manipulate and understand them. Therefore, the framework persists.

While the model covers critical elements, it is essential to incorporate new extensions to it. A wide range of improvements has occurred in information and communication technologies. With these changes, the capacity of digital technology has also increased. Therefore, innovators have focused on developing tools and software that will contribute to better learning outcomes(Taylor, 1980). An appropriate extension to add to Taylor's 1980 framework is the function of computing technology as a motivational factor. Given the evolution of computer systems, instructors can use appealing designs and components to stimulate the learners' experience. For instance, in present-day society, the computer has made learning more fun through the higher level of interaction offered by various online platforms. The incorporation of games into the curriculum has made it possible to draw and retain the attention of learners. Such changes enable learners to develop an interest in relatively tricky areas of study.

Taylor's reflections present a detailed review of previous knowledge and predictions about the role computers would play in education. By revisiting the past, the article seeks to contribute to efforts aimed at improving the effectiveness of technology and reaping maximum benefits. For instance, in over the two decades that the author had prepared his first publication, several changes have occurred. The new reality, as of 2003, entailed an increase in the power of computers due to the invention of faster microprocessors. Also, the number of gadgets across schools increased tremendously(Taylor, 2003). Highlighting these differences affirms the need for training of staff to empower them to utilize and benefit from the technology. The reflection article is an essential presentation as it considers the developments witnessed, events associated with the advancement, and the future of technology in education. Besides, the reflection serves as a support for the author's initial report about the impact that computing technology would have on the teaching and learning process.

The author introduces some categories in addition to previous guidelines identified in the initial framework. These are Access, Collaborate, Communicate, and Experience. In the reflection, Taylor recognizes Access as an element that signifies the astounding diversity of forms of information that learners can gain access to with ease. The Collaborate category offers an opportunity for students and teachers to refine their ideas and knowledge through digital collaboration. They also get to communicate by utilizing digital forms and channels of communication such as emails and internet interchanges(Taylor, 2003). Experience through digital technology students to also interact with phenomena and material that they could not easily gain access to due to logistical issues. The comprehensive nature of the elements addressed under these categories does not necessitate an extension.

The author presents his perspective on the social and subcultural implications of modern technology in the world. A good example is an impact that advancements in digital technology have had on communication, interaction, and mobility. Innovation has made human life more comfortable compared to earlier times. The ease and convenience of relaying information from one party to another have increased tremendously. Similarly, movement from one place to another has become easy due by application of computing technology in the transport sector(Taylor, 2003). However, these changes have created adverse effects such as the feeling of drowning in a continually expanding world. These implications are representative of present-day society. Thus, the perspective presented by the author is reasonably accurate.

A review of the 1980 and 2003 publications reveals that Taylor thinks differently in the latter article. There are various similarities and differences between the two reports. For instance, in both presentations, there is a consensus that computers and digital technology offer limitless opportunities across the education sector. The author acknowledges the application of computing to education and other areas involves a range of complex activities. The diversity of roles using computers offers can lead to better outcomes across various sectors in the community. The difference between the two articles is that Taylor develops the first report from a narrower perspective while he presents the reflection from a more informed point of view. The level of innovation, power, and number of computers accessible by the public was low during the initial report. Thus, even the viewpoints of the five experts were not exhaustive. Regardless, when reviewed in the context of the existi...