Running head: Emerging Technologies

Emerging Technologies in Education

Antoniea Prologo
Professor Corinne Blake
EDU 214: Preparing Teachers to Use Technology
April 20 2016
College of Southern Nevada

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Abstract

This paper focuses on three emerging technologies in education, tablet computing, three
dimensional printing, and mobile technology. It will hone in on how these technologies will
improve classrooms from elementary school to college grade levels and how they can be
implemented into classrooms. New technologies are being created to improve society daily and
this paper will mention how only a handful of technologies will make a great impact in the
school environment instead of the classic desktop computer that most schools now have; this
paper will also address the ultimate need for these new technologies to be applied to all schools
as soon as possible. This paper will also address how these technologies will improve not only
the students learning process but also how it will apply new avenues of teaching for instructors
as well. Last, this paper will also explain the mechanics of the three technologies and how it is a
positive addition to the classroom.
Keywords: Classroom, technology, tablet, mobile, three dimensional printing, learning,
teaching.

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Emerging Technologies in Education

Schools have evolved in many ways with the addition of technology, and new
technologies are making their way into schools to improve both the learning process and
teaching process.

Tablet Computing
Tablet computer have become massively popular in the lives of businessmen, and
educators alike. Tablets hold all the power of a computer but are only a fraction of the size and
weight, and they allow for not only more room in the classroom but also for more room in the
students and teachers mind. With this newfound mobility of tablet computers students and
teachers now have better access to collaboration with fellow students or colleagues. According to
an entry written by Harry Katzan from Webster University titled Principles Of Tablet
Computing For Educators:
as of October 2013, Apple has sold 170 million iPads. The success of tablets is
enormous and has severely cut into the sales of personal computers. The reason is simple:
the mobile tasks performed with tablets are precisely those that people would like to
perform with traditional computers, without the inconvenience. Tablets are useful,
because they are small and light weight the introduction of tablet computers has
drastically changed the way that academic subject matter is delivered to students and how
those students use tablets to enhance their learning experience. (2015, p. 7)
Katzan brings out the how tablets have drastically altered how information is delivered
to students which is one of the many glories tablets withhold in their small and sleek frame. With
the great versatility of tablets, tablets could eventually replace computers and even notebooks in

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schools according to an article about tablets in schools titled Using Tablet PCS in the Classroom
for Teaching Human Computer Interaction: An Experience in High Education:
the tablet PC is a computing device designed to imitate a notebook, allowing
the user interact with a pen. Resuming, the Tablet PC has the following hardware
characteristics: (i) pen sensitive screen; (ii) screen that allows different positions; (iii)
wireless network access by WLAN and bluetooth technology; (iv) microphones and
embedded loudspeakers; (v) keyboard (some models the keyboard are detachable). (da
Silva. et al, 2014, p. 203)
Tablets allow for students and teachers to do a myriad of tasks just as well as one would
do with a desktop. Teachers can create interactive quizzes or assignments for students to
complete on their assigned tablets for students to work on or even create online
discussion sessions to be done in class such as anonymous voting. Students can also use
tablets as a presentation tool by using them as a remote for a projected presentation which
also allows for motion capture because of the touch screen for all students to see while
the students are presenting. Tablets can also serve as a tool of entertainment for younger
learners because of the touch screen tool to allow for digital art projects without the mess
or for educational games approved by the teacher. Tablets allow for teachers to access
new avenues of teaching instead of just writing on the whiteboard and lecturing, with
tablets teachers can make lectures interactive. Tablets also contribute to saving on paper
which is detrimental to all teachers.
Mobile Technology (Cellphones)
Mobile technology now applies use to cellphones in the classroom where they used to be
forbidden, they are now welcomed with open arms. Although cellphones may be primarily seen

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as something negative in the school environment they can be used for the better. According to
research in the article Mobile Apps for Reflection in Learning: A Design Research from
January of this year:
To understand better the capacity of the apps to facilitate reflection, we analysed
the apps in light of earlier studies concerning the levels of reflection that digital tools may
support and categorisations of affordances that mobile device apps may provide for classroom
learning. Our research indicates that there is potential for fostering the practice of reflection in
classroom learning through the use of apps for audio-visual recordings. (Leinonen, 2016, p.184)
With the great amount of apps available on mobile devices such as cellphones, a lot can be done
to improve the school experience of teachers and students instead of hindering it. Leinonens
point is also shown in a journal entry titled Community Colleges Bridge a Tech Gap with
Cellphones and Summer Camps by Dan Carnevale in which he states that other options
include providing images with audio commentary, or even video snippets covering different
subjects. Cellphones and other devices nowadays are able to play video at high resolution
(2007). Other than videos, mobile devices hold far more to offer such as logging in to a class
activity via cellphone or downloading certain apps in which teachers and students can
communicate safely. According to the research of Sepehr Vakil in her work A Critical Pedagogy
Approach for Engaging Urban Youth in Mobile App Development in an After-School,
Findings reveal that the affordances of critical pedagogy for student engagement include the
opportunity to situate computational activity within a sociopolitical context, as well as an
allowance for multiple pathways into meaningful participation (2014, p. 31). This quote
represents how cellphones present many ways to be used in a meaningful manor in schools. With
apps such as Remind teachers can safely communicate with students and parents via text.

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Remind blocks the sharing of cellphone numbers but instead uses a special key code to text to a
server id in which the teacher holds then is able to text through the app to all those who are
subscribed. With Remind teachers can send out reminders of tests, meetings, due dates, or even
fun facts to parents and students which makes this app perfect for all grade levels. Cellphones,
similar to tablets, can also act as a remote for presentations. Cellphones allow for quicker
communication from teacher to student or parent and for student project or assignment
versatility. Not only is the handheld device small and convenient but it also is very well equipped
for use in both classroom and business settings because of the multitude of apps available to
download free of charge.
Three Dimensional Printing
Three dimensional printing used to be a thought of fantasy, but it now has become a
reality and it is being used in schools to expand the ways a student can learn and ways a teacher
can present new subject matter. Three dimensional printing is rather new and has not been
implemented into many schools due to the expensive nature, but hopefully as their popularity
grows schools will find room in the budget to add them into classrooms. These types of printers
use complex technology and special filaments and plastics as ink in order to print three
dimensional objects of varying shapes and sizes. According to a report about three dimensional
printing being used in place of cadavers for anatomy classes titled The Production of
Anatomical Teaching Resources Using Three-Dimensional (3D) Printing Technology:
3D prints are high resolution, accurate color reproductions of prosections based on data
acquired by surface scanning or CT imaging. The application of 3D printing to produce models
of negative spaces, contrast CT radiographic data using segmentation software is illustrated
this alternative approach to producing anatomically accurate reproductions offers many

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advantages over plastination as it allows rapid production of multiple copies of any dissected
specimen, at any size scale and should be suitable for any teaching facility in any country,
thereby avoiding some of the cultural and ethical issues associated with cadaver specimens either
in an embalmed or plastinated form.( McMenamin et al, 2014, p. 479)
With three dimensional printing, schools of all grade levels can benefit, from the imaginary
minds of elementary school artists to the stellar work of an engineer in college three dimensional
printing opens new roads for students. For teachers three dimensional printers provide new
horizons as well. According to the book Teaching and Learning with Technology by Judy
Lever-Duffy and Jean McDonald, three dimensional printers open new possibilities for
educators who want to use models of otherwise inaccessible objects such as historical artifacts,
dinosaur bones, math manipulatives, and even molecules( Lever-Duffy, 2015, p. 291) These
printers allow for students minds to flow and for ideas and concepts to be turned into a tangible
representation of the students thought process with just the press of a button.
Conclusion
With technology on the rise in the educational world both teachers and students should
begin to embrace the changes that technology is applying to classrooms. From simple devices
such as cellphones and their apps and their big sibling the tablet to new advanced technologies
such as three dimensional printers, both teachers and students now have new roads to travel
through instruction and learning. These technologies allow for a whole new form of execution of
assignments and ways of instruction. With these new technologies, constant improvements are
being made and can be applied in seconds instead of having to wait for the new book release, and
they also allow for both students and teachers to look forward to school each day to see the new
and exciting application of software they are going to use.

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References

Carnevale, D. (2007). Community Colleges Bridge a Tech Gap with Cellphones and Summer
Camps. Chronicle of Higher Education, 54(13), A22.
da Silva, A. C., Marques, D., de Oliveira, R. F., & Noda, E. (2014) Using Tablet PCS in the
Classroom for Teaching Human Computer Interaction: An Experience in High Education.
International Association for Development of the Information Society, 202-206.
Retrieved from http://eds.a.ebscohost.com.ezproxy.library.csn.edu
Katzan, H. (2015). Principles Of Tablet Computing For Educators. Contemporary Issues In
Education Research, 8(1). 7-14 Abstract retrieved from
http://eds.a.ebscohost.com.ezproxy.library.csn.edu
Leinonen, T., Keune, A., Veermans, M., & Toikkanen, T. (2016). Mobile Apps for Reflection in
Learning: A Design Research in K-12 Education. British Journal Of Educational
Technology, 47(1), 184-202. Abstract retrieved from
http://eds.a.ebscohost.com.ezproxy.library.csn.edu/
Lever-Duffy, J., & McDonald, J. B. (2015). Teaching and learning with technology(5th ed.).
Boston: Pearson.
McMenamin, P. G., Quayle, M. R., McHenry, C. R., & Adams, J. W. (2014). The Production
of Anatomical Teaching Resources Using Three-Dimensional (3D) Printing
Technology. Anatomical Sciences Education, 7(6), 479-486. Abstract retrieved from
http://dx.doi.org.ezproxy.library.csn.edu/10.1002/ase.1475
Vakil, S. (2014). A Critical Pedagogy Approach for Engaging Urban Youth in Mobile App
Development in an After-School Program.Equity & Excellence In Education, 47(1),
31-45. Abstract retrieved from http://eds.a.ebscohost.com.ezproxy.library.csn.edu/