THECHNOLOGY AND EDUCATION

BY :
Shahid Farooq (20-34)
Muhammad Tayyab (20-53)
Yasir Ali (20-55)
Sajid Ali (20_35)
Iftikhar (20-47)
Muhammad Umar (20-71)
Submitted To:
Muhammad Ali Noor
A Research Report Submitted In Partial Fulfillment of the Requirements
for the Degree Of
Bs Physics
At
Government Graduate College Chowk Azam (Layyah)
December 2021
 Contents

Chapter No. Chapter Name Page No.

1 Introduction 1

2 Literature Review 2

3 Research Methodology 4

4 Conclusion 8

5 Findings 9

References 10
 CHAPTER ONE
1.1 Introduction
Technology can be mostly broadly defined as the entities, both material and
immaterial, created by the application of mental physical effort in order to
achievesome
value. In this usage, technology refers to tools and machines that may be used
to solve real-word problems. Technology (“ science of craft” , from Greek
tech, “ art, skill, cunning of hand”;and) is the sum of any techniques, skills,
method, and processes used in the production of goods or services or in the
accomplishment of objectives, such as scientific investigation. Technology
can be the knowledge of techniques, processes, and the like, or it can be
embedded in machines to allow for operation without detailed knowledge of
their workings. Systems (e.g. machines) applying technology by taking an
input, changing it according to the systems use, and then producing an
outcome are referred to as, technology systems or technological systems. The
simplest form of technology is the development and use of basic tools. The
prehistoric invention of shaped stone tools followed by discovery of how to
control fire increased sources of food. The later Neolithic Revolution
extended this, and quadrupled the sustenance available from a territory. The
invention of the wheel helped humans to Education is the process of
facilitating learning, or the acquisition of knowledge, skills, values, morals,
beliefs, habits, and personal development. Educational methods include
teaching, training, storytelling, discussion, and directed research. …… In
most regions, education is compulsory up to certain age. Education frequently
takes place under the guidance of educators; however, learners can also
educate themselves. Education can take place in formal or informal settings,
and any experience that has a formative effect on the thinks, feels, or acts may
be considered educational. The methodology of teaching is called pedagogy.
Formal education is commonly divided formally into stages such as preschool
or kindergarten, primary school, secondary school and then college,
university, or apprenticeship. In most regions, education is compulsory up to
a certain age. There are movements for education reforms such as for
improving quality and efficiency of education towards relevance in students
lives and efficient problemsolving in modern or future society at large, or for
evidence-based education methodologies.
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 CHAPTER TWO
2.1 Literature Review
This paper contributes to the existing literature by comprehensively reviewing the concepts,
application and development of technology adoption models and theories based on the
literature review with the focus on potential application for the novelty technology of single
platform E-payment. These included, but were not restricted to, the Theory of Diffusion of
Innovations (DIT) (Rogers, 1995), the Theory of Reasonable Action (TRA) (Fishbone and
Arjen, 1975) Theory of Planned Behavior (TBP) 9Ajzen, 1985, 1991). These reviews will
shed some light and potential applications for technology applications for future researchers
to conceptualize, distinguish and comprehend the underlying technology models and theories
that may effect the previous, current and future application of technology adoption. This
article is a review of literature concerned with leadership effectiveness in higher education at
departmental level. The literature derives from publications from three countries: the UK,
the USA, and AUSTRAILIA. Surprisingly little systematic research has been conducted on
the question of which forms of leadership are associated with departmental effectiveness.
The analysis of the studies selected resulted in the identification of 13 forms of leadership
behavior that are associated with departmental effectiveness.
2.2 What is technology and Education
Technology education is the study of technology, in which students “learn about the
processes and knowledge related to technology”. As a field of study, it
covers the humans ability to shape and change the physical world to meet needs,
bymanipulating materials and tools with technique.
2.3 Different definition
Educational technology is the combined use of computer hardware, software,
and educational theory and practice to facilitate learning. It denoted instructional
technology as “the theory and practice of design, development, utilization,
management, and evaluation of processes and resources of learning”. As such
education technology refers to all valid and reliable applied education sciences,
such as equipment, as well as processes and procedure that are derived from
scientific research, and in given context may refer to theoretical, algorithmic.
2.4 History
The use of tools by early humans was partly a process of discovery and of
evolution. Early humans evolved from a species of foraging hominids which
were already bipedal, with a brain mass approximately one third of modern
humans.
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 Tool use remained relatively unchanged for most of early human history.
Approximately 50,000 years ago, the use of tools and a complex set of
behaviors emerged, believed by many archeologists to be connected to the
emergence of fully modern language. Hominids started using primitive stone
tools millions of year ago. The earliest stone tools were little more than a
fracturedrock, but approximately 75,000 years ago, pressure flaking provided
a way to make much finer work. Like as Fire, Clothing & Shelter, Metal
tools, energy and transport, and plumbing. Education began in prehistory, as
adults trained the young in the knowledge and skills deemed necessary in
their society.
2.5 Types
Education is a gradual process which brings positive changes in the
humanlife and behavior. It has three types.
1. Formal education
2. In Formal education
3. Non Formal education
Since technology can be so simple or so complex, there are many
types oftechnology. Here is 4 types given below:
1. Mechanical Technology
2. Electronics Technology
3. Industrial and Manufacturing technology
4. Medical technology
Types in Pakistan
Most of the private schools and universities in Pakistan are making their
classrooms digital by introducing by following systems which is types in
Pakistan:
1. Interactive Whiteboards
2. Touch Screens
3. Computers
4. Projectors

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 CHAPTER THREE
3.1 Research Methodology
The choice of which method to employ is dependent upon the nature of research problem,
Morgan and Smirch (1980) argue that actual suitability of a research method, derives from
the nature of the social phenomena to be explored. There are basically two basic
methodological, traditions of research in social science, namely positivism post-positivism.
First of all we make the questionnaire with collaboration of our all member and selected the
authentic one’s. In this work, we faced difficulties. People taken not interested in this survey.
After that we went to our college and have answers of our questionnaire by the students of
different . They criticize him they can not cooperate with him. Their face expression were
very offensive. They did not show any empty. Some people were very kind hearted they
helped him. So our behave were very politely with all them. Of course, true experiment are
not without weakness. True experiments require a lot of control so that we can isolate the
variables that are causing change to occur. The more control we have, the better
measurement we have. However, at the same time, the more control we have, the more
artificial the experiment becomes. Just because we that a llearninstrategy causes learning in
one specific experiment, doesn’t mean that it will work the same way with different types of
students, or in live classrooms settings. In other words, the effect might not be generalizable.
The solution to this problem is to approach the question with a number of different
experiments. Educational technology research, like all education research, is dominated by
explicit or implicit claims of causation. The dominance of cause-effect models in research is
not surprising, and for many it is unnoticed and unquestioned. However, regardless of the
cause-effect model being applied or the methodology in measuring it, we are unable to detect
cause-effect directly. It is in this context that we need to be cautious in our interpretations of
educational technology interventions and their implications for the future. Claims of
causation are unlikely to decrease in the face of the increasing calls for “evidence-based”
policy and practice. With this in mind it is even more important to consider how we can
resist deterministic or mechanical claims of cause and effect. This dilemma should not stop
our drive for evidence based approaches, but it is a reminder that we need to take care in the
rigor of our research, and equally, in the way we describe it. This article offers analysis of
poly-agent approach to education in context of methods of experience, understanding.

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 3.3 Survey Report of First Ten Questions.
1. Is education depending on technology?
2. Is technology helpful in our daily life?
3. Is educational technology a profession?
4. Can education difference between a student & common man?
5. Is education important for all us?
6. Do you have an electronics application that you employ to Calculate your course work grades?
7. Is technology has disadvantages?
8. Is education help to understand using of technology?
9. Can we improve our education through a technology?
10.Is technology playing a role in education?

Survey Report of First Ten Question.

Blue colour indicates Yes

Red colour indicates No

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 3.4 Survey report of Last Ten Question
Report Of Second 10 Questions.
1. Is technology necessary in the field of education?
2. Education is nothing without technology. It is true?
3. Education helps us in different fields of technology?
4. Can we adopt ourselves according to technology without education?
5. Without use of technology can we get education properly?
6. Is technology provide students with easy to access information,
7. accelerated, learning & fun opportunities? Does technology effect education?
8. Has technology the ability to enhance relationships b/w teachers & students?
9. Do students learn better with technology?
10. Does technology effect education?
Survey report of Last Ten Question

100%
90%

80%

70%

60% Series 2
Series 1
50%

40%

Blue colour indicates Yes

Red colour indicates No

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 CHAPTER FOUR
4.1 Conclusions
The timing has never been better for using technology to enable and improve learning at
all levels, in all places, and for people of all backgrounds. From the modernization of E-
rate to the proliferation and adoption of openly licensed educational resources, the key
pieces necessary to realize best the transformations made possible by technology in
education are in place. Educators, policymakers, administrators, and teacher preparation
and professional development programs now should embed these tools and resources into
their practices. Working in collaboration with families, researchers, cultural institutions,
and all other stakeholders, these groups can eliminate inefficiencies, reach beyond the
walls of traditional classrooms, and form strong partnerships to support everywhere, all-
the-time learning. Although the presence of technology does not ensure equity and
accessibility in learning, it has the power to lower barriers to both in ways previously
impossible. No matter their perceived abilities or geographic locations, all learners can
access resources, experiences, planning tools, and information that can set them on a path
to acquiring expertise unimaginable a generation ago. All of this can work to augment
the knowledge, skills, and competencies of educators. Tools and data systems can be
integrated seamlessly to provide information on student learning progress beyond the
static and dated scores of traditional assessments. Learning dashboards and collaboration
and communication tools can help connect teachers and families with instantaneous ease.
This all is made more likely with the guidance of strong vision and leadership at all
levels from teacher-leaders to school, district, and state administrators. For these roles,
too, technology allows greater communication, resource sharing, and improved practice
so that the vision is owned by all and dedicated to helping every individual in the system
improve learning for students. It is a time of great possibility and progress for the use of
technology to support learning. Technology is a versatile and valuable tool for teaching
and learning and becoming a way of life. The most important thing is that teachers need
to be prepared to use these technologies effectively. Schools can use technology
effectively and for the welfare of students, teachers and society, it must be done.
Computer Science and Information Technology have had a major influence on Cognitive
Science theory.

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 CHAPTER FIVE
5.1 Findings
Recent years have yielded significant advances in computing and communication technologies,
with profound impacts on society. Technology is transforming the way we work, play, and
interact with others. From these technological capabilities, new industries, organizational forms,
and business models are emerging. Technological advances can create enormous economic and
other benefits, but can also lead to significant changes for workers. IT and automation can change
the way work is conducted, by augmenting or replacing workers in specific tasks. This can shift
the demand for some types of human labor, eliminating some jobs and creating new ones.
Information Technologyand the U.S. Workforce explores the interactions between technological,
economic, and societal trends and identifies possible near-term developments for work. This
report emphasizes the need to understand and track these trends and develop strategies to inform,
prepare for, and respond to changes in the labor market. It offers evaluations of what is known,
notes open questions to be addressed, and identifies promising research pathways moving
forward. Technology is being adopted at a rapid pace across the state and country, one must keep
in mind that the device that is used in the classroom for student learning cannot simply be a
replacement of best practices in teaching and learning for students. Teaching does not simply
become easier due to the technology that is in place in the classroom. In this study, technology
was not a sole factor in higher Topic Test scores, Discovery Education Assessment results, and
student attendance records. There are some instances that technology appeared to have been an
influence for higher scores, specifically in Discovery Assessments A and B, but overall, the data
does not support the hypothesis that technology would increase student academic achievement
and motivation. Teachers must continue to be learners themselves to produce the best teaching
methods and introduce technology that works for their classroom and the specific needs of their
students. What teachers decide to bring into the classroom, must “hook” students and make them
excited to learn, thus, the programs, materials, and projects done should be meaningful to the
students. When this is done correctly, school districts will see the product of higher engagement
levels, higher achieving students, and the desire to be at school to learn

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 References
http://www2ed.gov.legislation/GOALS2000/TheAct/index.html
Illinois Interactive Report Card. (2013). Retrieved on 22 February 2016 from
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