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Technology Supported: Benefits

Technology supported Education: Benefits

  • Microlearning is the offspring of technology and education. Microlearning is the combination of technology supported and education to achieve optimal transformative learning success.
  • It works by breaking down information into smaller, more manageable chunks that can be released in small bursts. This increases knowledge retention and knowledge absorption, which allows learners to accumulate more information in a shorter time. The technology supported benefit lies in the ease of the learning strategy. Users can access training modules whenever and wherever they want. Access to training via their personal device improves productivity and prepares learners for successful execution of skills relevant to their roles.
  • Good microlearning LMSs include gamification. This is when gaming elements are integrated into serious content lessons. For example, leaderboards, point scores, and real prizing.
  • Microlearning’s proven success is evident in its wide usage and rapid evolution into a better and more effective teaching strategy. We are convinced that microlearning is now a viable option.

Technology Supports Learning

Pioneers like Atkinson and Suppes were the first to try to make computer technology work for learning (e.g., Atkinson 1968; Suppes, Morningstar 1968). Computer technology has been present in schools for a significant amount of time. This trend is expected to continue (U.S. Department of Education 1994). Technology is romanticized as a tool that will improve student achievement and learning. Contrary to popular belief, technology and the time that students spend using it are time and money wasted. (See Education Policy Network 1997). Many groups reviewed the literature on technology and education and concluded that it can greatly enhance student achievement and teacher knowledge, but only if it’s used properly (e.g. Cognition and Technology Group, Vanderbilt 1996; President’s Committee of Advisors on Science and Technology 1997; Dede 1998).

The knowledge we have now about learning can provide important guidelines for technology-supported activities that can help teachers and students develop the skills needed for the twenty first century. The new technologies provide opportunities for creating learning environments that extend the possibilities of “old” –but still useful–technologies–books; blackboards; and linear, one-way communication media, such as radio and television shows–as well as offering new possibilities. However, technology supported does not guarantee learning success. However, inappropriate use of technology can lead to learning problems. For example, students who spend too much time choosing fonts and colors for multimedia reports, instead of writing and revising their ideas, could be hindered by their learning.

Many new technologies are interactive, making it easier for educators to create learning environments where students can do things, get feedback and continuously improve their knowledge. (Barron and Scardamalia 1998; Bereiter & Scardamalia).

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