The predominantly used machine in the educational sector is the computer. Various institutions make use of the computer in diversified ways ranging from learning to the administrative functionalities. In relation to learning, computers are variedly used in various levels.
The highest levels taught to the students include; the basic introduction to computer lessons, computer packages and practice. At this state, students are introduced to the initial stages of appreciating technology through the use of computers. Computer technology vastly cuts across the concept of e-learning as well as research through the use of internet.
The most significant element of technological application in educational organizations is evident in the IT and computer era. Technological diversities play a vital role in the wider education sector by enhancing diverse forms of communication. Technological diversity is important based on the factors such as societal changes. Most international schools are placed in the globe as the highly respected institutions.
In the recent past, notable social developments have been realized in the field of technology (Harris & Nelson 2008, p. 178). Capturing on the global approach, the renowned educational sectors that use technology comprise of; the elementary schools, high schools, tertiary colleges, universities, agricultural research institutions, scientific research institutions as well as polytechnics.
Based on the different approaches to the modern technological advances, educational organizations offer diversified approach in implementing such applications.
Through advancement in technology, students as well as educators have in the resent past incorporated distance learning. This ideology focuses mainly in preparing professional teachers in their area of profession. Although distance learning initiative started sometime back, the incorporation of computer technology has massively brought new substantial changes in education.
The basic technological diversity under the concept of distant learning covers vast application on the web, instant messaging and emailing. Web related courses permit for interactivity, synchronous as well as asynchronous formats in the learning space. In the 20th century, technologically rich atmosphere has largely affected distant learning in diversity (Hodson & Sullivan 2008, p. 202).
Through distance learning, farmers have enjoyed access to professional courses based on various technological diversities incorporated. As a result of this incorporation, the educational sector has been able to expand its geographical area of operation. In addition, technological diversities have resulted into major claims about universal correspondence in educational organizations.
In the event of diversity under the field of education, it is evident that scholarship opportunities have largely taken over the learning system due to globalization. In relation to scholarship, technological diversities have led to the favor of individual applications. Various considerations concerning overseas studies affect the mode of interaction.
Most educational institutions have employed the use of online websites through which they can be accessed throughout the world. In the long return, globalization has founded its expansion in the technological diversities. As a result of globalization in the education sector, most countries have been enabled to access proper education while at their home countries (Eisenberg, Goodall &Trethewey 2007, p. 150).
The most predominant aspect of technological expanse in the educational sector captures the availability of information. In the current state of events, most individuals have been able to pursue professional careers they could not have chances to attend. International educational organizations have vastly incorporated the modern technological advances in airing out advertisements (Modaff & DeWine 2002, p. 78).
Based on the technological diversities, multicultural and Global education has brought about shared origins. Since 1960’s, the global education syllabus has radically evolved to cover the young people. It is therefore through these diversities that interconnection of the various parts of the world is met.
Major global problems captaining genocides, world wars and uncontrolled growth in human population dominated before introduction of technology in education (Garguilo 2005, p. 102). In response to the introduction of technological diversities in education, a lot has been done to eliminate the massive global problems.
Another issue that captains more about the importance of diversity is based on the introduction of multicultural education. In the recent past, multicultural education has led to the global realization of the varied diversities. Eventually, it has been realized how important it is for multicultural understanding amongst people of different origins.
Technological diversities in education have therefore resulted into elimination of racial discriminations. Through the current technological diversities, multicultural approach has been diverted from violence and ethical discrimination to institutionalized approach (Keyton & Shockley-Zalabak 2009, p. 98). In return, there have elapsed four congruent themes anticipated from cultural pluralism.
Technological diversity has also favored educational equity as a factor of social justice. Multicultural education through technological advances has led to the recognition of quality periphery based on diversity. Another factor that has massively been brought in as a result of educational diversities captures on the introduction of new web courses. The focus based on the technological diversity has in the recent past led to the introduction of web courses.
The learning was basically rooted on the training of both multicultural and global teachers. Capitalizing on the initial stages, varied software has been used to capture the basic participatory goals (Gillis 2006, 130). Through continued rise in the technological levels, it has been crystal clear that various programs are incorporated into the system so as to boost education standards.
The other technology identified is the development and utilization of green schools. Various schools have incorporated this practice in the country. Some schools built the green schools from the initial construction while others retrofitted them in the already established classrooms. The green schools are useful since they are often completely flooded with water as well as the outshined by ordinary wood (Shockley-Zalabak 2009, p. 96)
The classes are outfitted with individualized atmosphere to provide light and control temperature imbalances in the classrooms. The rich sceneries around the schools are designed to provide shadow and refurbish air and water from the atmosphere (Putnam & Krone 2006, p. 210).
The usefulness of green schools varies although the cost of establishing them is lower than that of ordinary. Green schools provide massive benefits for the surroundings since most financial costs are minimized. Expenditure on energy, materials, land usage, transportation and water wastage are reduced at a higher degree (Richmond, McCroskey & McCroskey 2009, p. 122). In various American schools energy as well as water uses have been reduced by almost half due to the utilization of green formulas.
The role of diverse technological application of green schools by reducing carbon pollutants helps at a higher degree increase the students’ productivity. Some schools use technology reducing energy utilization while other schools focus on establishing environmentally fit buildings (Fisher-Yoshida & Geller 2009, p.208). They are able to learn about the disadvantages of carbon pollution and thus reduce on using fuel sources containing carbon.
Additionally they are able to learn about health benefits of using carbon free fuels while they become healthier (Jablin &Putnum 2001, p. 86). The students also learn more about science and innovation while it reduces on student absence from school due to health complications like asthma. The well ventilated classrooms helps improve their cleanliness, there is reduces noise from power generators thus promoting their education outcome in the country.
In the hot countries the use of green technology helps manage over heating effects by using shades or awnings that enhance lighting and ability to see clearly. Moreover in congested countries like the New York City the teachers are also able to teach without vocal strains (Nahavandi 2009, p. 190).
This is because the rooms are quiet as compared to the noisy classrooms before the technological application. The buildings in dry green schools should be maintained always throughout their lifetime in order to ensure comfortable, quiet, clean and quality indoor air circulation thus suitable for students, managers and teachers.
Laboratory experiments are possible in the green schools with more ease since the windows are easily controlled to eliminate overheating and sheen without huge energy costs both in the day and night. In other countries the technology are used to enhance open-air learning as well recreational activities since the green facilities provide a platform for three dimensional playing fields (Robbins, Millett & Waters-Marsh 2003, p. 305).
The green schools in Illinois were noted to provide peaceful park walk as compared to the unsettled walk in a city center setting. In general the green schools enhance the community safety since all staff and students walk to school. Additionally, daily walking enhances physical fitness for all the stakeholders. In general, the diversity in technological use helps the involved communities to acquire formal environmental education necessary for innovations in agriculture.
The ‘green’ labs also become the beginning of a global economy that relies on green house farming since it is reliable (Bergquist 1993, p. 102). Environmentally active educational organizations shall help produce diverse career orientations. They include; inventors, green house installers, environmental educators as well as enthusiastic learners. As a result the whole universe cycle shall be won with an economically as well as environmentally sober generation.
Through the use of video recording as well as national telecasting, educational organizations in Finland have been able to raise the education standards for all its students. The student’s results are broadcasted in the national television through an education everywhere video series (Woods & Shlapentokh 2009, p. 152).
In conjunction with the person foundation the students are evaluated by merit of subjects then each of them is expected to work towards a certain target. This enhances positive competition and consequently a productive performance. The performance also becomes nationally flexible for adjustments in all subjects. Thus the education everywhere video series enhances successful reformers in Finnish education system.
Use of decrepit sports field and the utilization of portable classrooms as the new technology in San Lorenzo California KIPP high school have been instrumental to raise the education standards. The education organization employs the use of portable classes for the sake of learning. The observation made is that the students love the classes more as compared to their counterparts using the same technology in San Francisco (Chaney & Barnett 2005, p. 110).
Both students and teachers utilize the facilities to learn and practice critical thinking skills. All the students regardless of their backgrounds are expected to participate in meaningful thought-provoking questions. These questions may be drawn from various fields in the study environment and politics in order to expose students to productive discussions. At the end of the day the students are able to analyze, understand, evaluate and provide a solution based perspective.
The result to the education organization is that the students dare attending colleges and universities after completing their high school program (Stratchen, French & Burgess 2012, p. 90). Critical thinking enabled the students to develop unusual focus such that the graduates produced were successful first class citizens. Knowledge yields power thus the portable classes used for critical thinking was allowed to cover almost half of the school buildings.
The use of internet in most institution of learning is done to ensure that students access massive information to handle their assignments. However in K-12 education school the internet is used to help students familiarize with the use of social media in a more proficient manner. The learning on netiquette is a major additional use for the internet initiated by the teachers (Bartol, Tein, Matthews & Martin 2005, p. 187).
The observation made amongst various students from diverse backgrounds showed that most of them express rudeness when surfing into the social media. The diversity experienced on how people utilize the social media showed that some students bullied their blog friends while others left nasty comments regardless of the recipient opinions (Lafasto & Larson 2001, p.120).
The use of evidence – based formulas as well as tip lists is a technology used in a diverse manner in Edutopia schools. The educators in these schools develop programs intended to improve the way students learn. Additionally they use the technology to change the performance of the students and thus their future. Through the videos the managers and educators share their resources and class assessments in order to evaluate the extent of work expected of them (Terrell & Lindsey 2008, p. 126)
The student’s performance is frequently checked and data communicated to similar schools country wide therefore enhancing success. On the other hand other schools use such technology to just chat and communicate casually. Conversely, such technology can be used to connect and make improvements for success in schools.
The use of e-learning in most institutions is used to develop the students’ ability to use internet to access knowledge (Adair 2009, p. 120). The mixture of information found in the internet is used as reference texts to study for particular fields. Other students can use E-learning to acquire notes by lecturers abroad.
The lecturer sends the notes to the students while the students’ sends back the completed work through the same media. Some other students also use E-learning to do exams. The students are allowed freedom to use notes acquired from the internet in the past. However the same internet is used to monitor the student during the exam duration (Rogers 1995, p. 172).
The internet therefore can be used for diverse purposes at diverse times. Additionally different groups of people can diversely use E-learning to do exams, expand commercial gains, make academic trade as well as carry out unmonitored research.
Various universities have used internet based blogs and connections to make interactions with other universities. Some other universities in Australia have various roles they play in relating to their satellite campuses (Zaremba 2006, p. 185). Some utilize these relations and blogs for profit to export academic programs while others maximize on them to attain a national standard. The standard is achieved by measuring their achievement against fellow national and international universities.
Information and communication technologies used in the Higher education systems around the globe are used to improve teaching as well as learning programs. These new technologies incorporate globalization tendencies that affect study environments in universities (Conrad & Poole 2005. P. 210).
The new technologies play a role in impacting the global economy, general institution’s management, as well as influencing the student’s study environment. The students study environment is influenced by academic participations, research procedures as well as improvements for future plans. On the other hand the digital technologies influence government policies and as a result establish virtual universities.
Educational work and web researchers have in a great extend been used by various academic organizations to study. Global economy is commonly evaluated by vast economic analysts based in research firms and proved to be appropriate. On the other hand the agricultural research centers utilize communication and ideological research technologies (May 2006, p. 154).
The animal and crop husbandry is carried out using advanced technological equipments to extract specimen, grades and periodic analysis. However numerous technologies used in all the firms and educational organizations mentioned above have a related role of acquiring a higher knowledge and success.
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