Critique Paper on Role of Technology in the New Normal Education

The epidemic ushers in a "new" normal, with digitalization dictating how people work
and study. It pushes education even farther into technologization, a trend that has
already begun thanks to commercialism and the dominant market mindset. Many
universities had planned to increase their use of technology in the classroom, but the
outbreak of Covid-19 forced them to make adjustments in a matter of days rather than
months or years. The commercialization of learning is determined by advanced
advances and financial soundness based on implementation. The learning area becomes
bodiless, virtual rather than genuine, as students move from actual vis-à-vis presence to
virtual interaction, impacting both the learning and the connection of institutions,
which are no longer structures save for locations. Such shift isn't simply linked to the
epidemic; it's also linked to the Education, which recoded education as long-term
learning that encompassed learning how to know, learn how to do, learn how to be, and
learn how to live.

According to (Vygotsky, 1978), “The rise of new technologies, the increasing usage of
existing online platforms and alternative ways to engage with learners in the classroom,
has become ‘the new normal’. What might have been an exciting new approach to
enhance learning and engagement in the classroom has transformed and replaced the
direct interaction and conventional group work and discussions that students were used
to”. In Vygotsky statement I agree with it because he just stated fact of what we students
are now facing due to the Pandemic and Technology is our way of connecting and learn.
The improvement of online based correspondence advancements has been changing the
scholarly climate and adding to the computerized change in advanced education
establishments. Specifically, they have been demonstrating helpful to build the degree of
correspondence among understudies and instructors in the advanced education. Albeit
this kind of correspondence has customarily happened basically in the homeroom, it is
clear that these days it isn't restricted to such a spot, and it would now be able to happen
at practically any spot and any time, squeezing understudies and educators to go with
the recharging of the utilization of CT in contemporary society.

Base on Jose Augusto Pacheco (2020) In society, education, and specifically in the
curriculum, the pandemic has brought nothing new but rather has accelerated already
existing trends that can be summarized as technologization. Those who can work
“remotely” exercise their privilege, since they can exploit an increasingly digital society.
They themselves are changed in the process, as their own subjectivities are digitalized,
thus predisposing them to a “curriculum of things” (a term coined by Laist (2016) to
describe an object-oriented pedagogical approach), which is organized not around
knowledge but information (Koopman 2019; Could and Mejias 2019). This (old) “new
normal” was advanced by the OECD, among other international organizations, thus
precipitating what some see as “a dynamic and transformative articulation of collective
expectations of the purpose, quality, and relevance of education and learning to holistic,
inclusive, just, peaceful, and sustainable development, and to the well-being and
fulfilment of current and future generations” (Marope 2017, p. 13). Covid-19, illiberal
democracy, economic nationalism, and inaction on climate change, all upend this
promise.

Pandemics have a history of catalyzing massive change and radically altering people's
perceptions of the world. Technologies can also act as change agents. While digital
technologies are crucial in combating the covid-19 epidemic, it also provides a major
potential for digital technology. Some analysts think that the epidemic will permanently
normalize the widespread usage of digital technology in society. According to Zygmunt
Bauman’s theory of liquid modernity, we then apply the liquid-modern principles to
illustrative examples drawn from the covid-19 literature by focusing on three areas of
established information systems interest: control, big data and information privacy. We
show that traditional conceptualizations of scientific and societal order and control need
to be reassessed; that big data alone cannot order clear and safe paths out of the current
crisis and that information privacy regulations are irrelevant when undermined or
circumvented by public and private actors. We conclude by making four
recommendations for IS pandemic researchers and five practical recommendations in
the context of the pandemic.

In my own opinion, Technology has the potential to change education. It can help
educators and students strengthen their bonds, rethink our approaches to learning and
collaboration, close long-standing equity and accessibility gaps, and customize learning
experiences to fit the needs of all students. To improve teaching and learning using
technology, schools should focus on a mix of contextual variables rather than the
technology itself. The need of supportive leadership, continuing, teacher-driven, and
technological infrastructure cannot be overstated. To offer meaningful, continuous, and
timely assistance to teachers, from helping them use an online tool to understanding
how it may be leveraged to enhance learning outcomes, an investment of time and
resources is necessary. Technology has served as a temporary alternative for the physical
classroom, but when we return to it, it must be more than a substitute. We must
consider how technology might assist redefine the learning experience.