The technological development of text has changed drastically over time. From pencil and paper to typewriter to hypertext, these advances have allowed humans to change how we learn and even how literacy is defined. Text is “any form of written material,” a written message sent with the mobile phone, or “the written form of speech, a play, [or] an article (Oxford University Press, n.d.). Technology is defined as “scientific knowledge used in practical ways in industry, machines or equipment designed using Technology (Oxford University Press, n.d.). When “text” and “technology” are used together, it describes the medium through which society reads, sends, and receives messages. With such technological advances, how the world communicates has forever changed. Society’s manner in completing tasks for work and projects and students’ learning have evolved with each digital development. As the definition of the text itself has changed, so too have our learning and teaching methods. Textual and technological advances have allowed educators to implement learning programs with a greater and more flexible diversity within the education system. With this drastic change, educators must redefine how they teach and how students learn. For example, learners have access to more communication methods, including audio-visual technologies; therefore, they have the option to effectively deliver media-diverse projects, such as podcasts, infographics, film, and even live social media streams.
The text has evolved from oral, drawn, or danced to characters or letters (TEDxTalks, 2016). When the written text became the norm, it allowed for information to be passed more permanently between generations, easing memorability (Gnanadesikan, 2011). Facts were only considered true if they were written down or memorized. Texts were copied by hand, increasing the chances of error, which impacts the validity of the information. However, with Gutenberg’s 1435 invention of the printing press, information became far more accessible and widespread (Roos, 2019). His invention used a screw-type device to press inked metal stamps onto paper (Roos, 2019). This mechanical advance allowed information to be mass-produced and spread to the public faster (Innis, 2007). Later, the digital printing press allowed textbooks to be widely standardized (Roos, 2019). For example, Biology 11 students in the Lower Mainland now learn from the same texts used by students in northern British Columbia. Similarly, every copy of the daily newspaper is the same.
Anything written on paper is considered to have authority or be true (Scholes, 1992). Consequently, students rarely questioned the validity of textbooks themselves. Students and teachers worldwide use textbooks for study and the delivery of education. However, with rapid changes to information, especially with technological advances, the traditional printing press hinders the updating of textbooks. In the present day, e-textbooks or ebooks are readily available. Publishers can update information in e-textbooks faster and cost-effectively than by updating physical textbooks. Schools, teachers, and students can access textbooks as they are updated and discoveries are made.
Information is created and distributed instantly in the digital-text era. Computer-based tools for writing include word processing, instant messaging, social media, and others. Traditional print and electronic writing co-exist; there is competition between the two media for readers (Bolter, 2001). Growing up with it, some people still prefer to read on paper. Others prefer to read on a screen because of the portability or because they have grown accustomed to doing only this. Educators still have the option to allow learners to print out material to read or to study on screen, and as a result, learners can decide which method they prefer.
Educators in current times are fortunate to have flexibility in presenting text in their courses. With the help of technology, reading online allows text to be more dynamic. Hypertexts, such as hyperlinks, digital media, images, etc., are often embedded in a body of text, which allows readers to read and see beyond the original content (Bolter, 2001). The paragraph structure does not bind the formatting of the text; digital texts also allow for multimodality where readers can interact with words, such as opening and closing boxes, focusing on sections of the text, watching videos within the body of texts, opening related articles, etc. Reading on the screen can be more interactive and have the ability to capture the readers’ attention, spark their interest to research more, or understand the material better. This allows learners to interact with more interactive reading content, which lets them learn new material without being strenuous.
It is essential to consider how text and technology have evolved to their present state and how educators can maximize the capability of technology in education. Now, with the emergence of “educational technology,” – the “digital technology [that is] used to facilitate learning (Google Dictionary, n.d.) – education has shifted from strictly hard copy textbooks and in-person classes to more digital – multimodal learning content and virtual, instructor-led or self-paced courses. In today’s society, literacy does not only mean the ability to read, but it also includes digital literacy, the ability to navigate multiple forms of electronic media. Because technology is readily available, people are already more digitally literate than ten years ago (Bruff, 2019).
Can society use technology safely and in a meaningful way? “Technology is neither good nor bad nor neutral” (Bruff, 2019, 7:49). It is designed to help us, but if we misuse it, it will cause more harm than anticipated. Educators must continue to learn and be more digitally literate to help students navigate the ever-changing, dynamic digital world. Now that students have access to the world wide web, how do they know the information they access is trustworthy? Search engines run programs to count “popularity points” of search words the society uses (Code.org, 2017). Being able to find answers from the top search results does not necessarily mean that the information is correct. It could mean other users select the first three search finds most commonly. Educators and students must know how to optimally use the Internet or any digital platform. Educators need to teach learners how to determine valid sources of information and not take the top five choices in a search as truth.
Educational technology includes computerized learning activities and online courses, and when designing these platforms, instructional designers must be mindful of how the public uses the Internet. Depending on the fluency of educators and learners with the digital world, they are already conditioned to this environment’s layout, functions, and capabilities. For example, users are already familiar with where the “next,” “close,” or “submit” buttons are. Learners can only adjust to the learning environment if these standard functions are placed where they are usually found. To ensure learners can focus on the learning portion of the course, instructional designers need to ensure the page or course layout is user intuitive. They can use additional time and effort to learn a new user-intuitive interface.
Another branch of technological advances includes AI platforms, such as ChatGPT or Bing AI. The original purpose and function of ChatGPT were to help write “emails, essays, and code” (Ortiz, 2023). What is the purpose of learning when answers, homework, or a task are auto-populated? Part of the educators’ role is to empower learners to think critically, challenge themselves, and allow for room for learners to discover. Other aspects of the education system that are becoming more automated are “school admissions [and] grading of exams” because educators need to spend more time engaging with students (Bačová, 2022). Automated systems are likely programmed in a way where exceptions cannot be made. Because of the complicated nature of working with living human beings, there are often exceptions to every type of case encountered. If an administrative individual does not review school admissions, would marginalized students have a chance of being admitted to a school? Would a diverse group of students be in school, or would they all have a similar background, capability, and talent? Grading a student’s assignment and exam is considered an engagement with students. By personally reviewing students’ work, educators can assess the student’s needs, gauge if the student is on track, or even help deduce if students have underlying challenges. If the positive and negative results of using AI-powered Technology in the education system are not assessed, at-risk students may be marginalized even more (Paspquini & Gilliard, 2021).
Technological advances have made routine tasks easier. In place of handwritten letters, emails or instant messages are sent instead. Physical textbooks can be replaced with digital ones. Learners can take classes online instead of in person. Even students’ grades are calculated automatically. Other advances include AI-powered systems created to do some of our work tasks or homework assignments. This has caused the educational system and its careers to have a different outlook. Educators need to know and understand how these technological advances can positively or negatively impact their systems. Educators must ask hard questions, such as whether students should be allowed to use ChatGPT to help complete their homework assignments. Or how can educators determine if an AI-powered system has completed an assignment? The education system should have policies to ensure a human touch is needed in crucial parts of the system, such as managing admissions and grading assignments. Teaching and learning are supposed to be meaningful processes. Teaching aims to guide learners to ask questions, facilitate learning, and discover the learners’ potential. Learning aims to discover, challenge, and reflect on the content and to create a new meaning for the learner. What is there to learn if AI-powered systems can achieve all these objectives?
References:
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