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Limitations of Outdated Technology in Education

Nicholas Anderson, Oscar Ochoa, Juan Duarte

CST462S: Race, Gender, Class In The Digital World

Professor: Brian Robertson, Bude Su, Cassandra Eccles

Fall B 2023
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Introduction

New technologies have proven to be effective in students' education but there are still

many students who rely on outdated technology, and traditional teaching methods. With

technology being such a common tool for many students there shouldn’t be underserved students

who are left with an inferior education.

The connection between social class and access to educational technology establishes a

significant barrier. This barrier is multifaceted, encompassing challenges associated with

funding, instructors' technological literacy, and the integration of technology into school

curricula. Consequently, these obstacles contribute to less-than-ideal learning outcomes,

perpetuating educational inequalities between low-income and high-income classes and

widening the existing social divide.

The complexity of integrating technology into current curricula further adds barriers for

both instructors and students. Income can be a dividing factor when it comes to education.

Without proper integration of educating the uses of technology, people will not be able to reap

the benefits of technology.

The connection between social class and the availability of educating technology should

be a concern. The social divide will forever be a problem society is trying to address.We live in

a world where many of our jobs and lives are utilizing technology. This creates a social divide in

two planes, the real world and the digital one. This makes researching how to create equality for

the education of needed technology skills an important one. Detail how this topic is related to a

social/technological issue.
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Literature Review

In their article "The Scaled Arrival of K-12 Online Education: Emerging Realities and

Implications for the Future of Education," the authors highlight the importance of keeping up

with the latest technological advancements for effective learning in K-12 education, while

limited access to technology reduces the tools that teachers can use to teach and hinders students'

potential to learn (Basham, Smith, Greer & Marino, page 51). Outdated classrooms can also

physically limit students with slow internet speeds, software glitches, or hardware malfunctions,

forcing them and educators to rely on traditional teaching methods. Even when teachers have

access to new technological tools, they may still stick to obsolete teaching methods, which can

adversely affect students' learning outcomes. Therefore, it is crucial to include new technology in

classrooms and educate the teaching faculty with new and upcoming technological teaching

practices to ensure a higher quality of learning.

The journal paper, “Redefining the Digital Divide: Beyond Access to Computers and

Internet” presents some interesting data shedding light on technology in education. As the data

shows, the availability of learning with the aid of technology in public schools can be partitioned

to areas of higher income. Not only does income seem to be a dividing factor, but ethnic groups

seem to coincide with the partition of the availability of computer technology in the public

education system. Students of White and Asian ethnic groups tend to have computers more

readily available at home and at school compared to Black and Latinos in America. According to

Valadez & Duran, schools in poverty neighborhoods had only one less computer per student than

affluent neighborhoods. What seems more noteworthy is that teachers who knew students did not

have access to computers at home were less likely to assign computer and internet curriculum

than teachers who knew students had computers at home (Valadez & Duran, page 32). Another
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interesting aspect stated about the digital divide, is that the divide is not simply a lack of

hardware availability, but also software and curriculum availability. Even when computers are

available to students in low income schools, Valadez & Duran stated that curriculum is limited to

very basic software skills, and does not provide deeper information into more in depth software.

So it may not always be a lack of hardware, but a lack of integration of the skills needed to work

with different softwares. A key takeaway from this point is that access to hardware alone is not

sufficient. An emphasis also needs to be placed on integrating a curriculum that promotes

creative use of technology for different ends.

The document identifies numerous barriers hindering the implementation of accessible

information technology (IT) in K-12 education. Problems included limitations on device use,

unrecognized needs and existing technology that did not meet students requirements.

Communication and cooperation barriers across school system levels and disciplines were

highlighted, along with concerns about the logistics of technology funding systems (Wisdom et

al., 2007). Respondents highlighted the need for education and training to empower teachers,

improve communication between IT staff and educators, and convey teachers varying levels of

tech readiness (Wisdom et al., 2007). Despite the need for change, some respondents cited

barriers such as funding limitations, resistance to change, and a view that existing systems were

effective. Overall, the document highlights some important challenges in implementing

accessible technology in K-12 education and underlines the importance of addressing these

barriers.

A recurring theme among all these sources indicates that a primary challenge lies in the

deficiency of skills needed to integrate technological tools in the curricula. Another common
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theme within these sources is that there is not just one issue affecting the integration of

technology in education, rather a multitude of issues whose solutions are mutually exclusive

.
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Research Question

How does technological literacy and the integration of technology into schools curriculum, affect

the quality of technological education in K-12 students?

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Research Design

● What computer courses were offered, and was there an option to choose higher level

computer courses? (What years were you in high school?)

● Were computers available at school or at home? (What years were you in school?)

● What are some examples of assignments or activities in school that required the use of a

computer? How did you feel about these assignments compared to traditional

assignments, and why?

● How would you describe the level of computer knowledge between the students and

teachers in your school?

● In your experience, how does the quality of technological education influence student

engagement in the learning process?

● In your opinion, how does the level of technological literacy among educators influence

the quality of technological education provided to students?

Our target audience encompasses individuals from the tech industry, those with

experience analyzing research related to students educational needs, and students starting

their journey into tech. Our strategy is to start at our site, if no one is available then we

outreach from that point. Our team will use Zoom and E-mail as methods to conduct

interviews using questions selected by our team. Zoom will provide us with visual

feedback from the interviewee, while an email will give the interviewee more time to

think and elaborate with fuller detailed answers. Our team's deadline by the end of week

5.
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Service Organizations

Rakulee Inc, based in Campbell, CA, is a non-profit organization dedicated to engaging

in scientific research aimed at addressing identified educational needs for college or university

students. Their mission aligns with our research focus as they conduct investigations to identify

areas where enhancements may be necessary in the quality of education provided to university

students. An interview will be conducted with Dongun “Thomas” Han, the present CEO of

Rakulee Inc. Thomas will provide valuable insight that is relevant to our topic as he has

experience in this domain.

We will be interviewing people from outside of our service projects, since our group

shares a common supervisor (and our service project does not have us serving people directly).

Julie Oberweiss-Manion, COO of VaultJS, will be interviewed, and so will Danny Perez,

Technical Analysts of VaultJS. VaultJS is a startup company protecting clients from the threat of

hacked MarTech vendors on their website, along with monitoring for potential data privacy

violations. Both Julie and Danny will be relevant candidates to interview because their

experiences with education on their journey to a tech career can help answer our research

questions. Since both individuals have achieved a career in tech, their answers could solidify that

their tech curriculum in school helped them get to where they are today.

Based in Santa Cruz, California, Eat For The Earth is a non-profit organization that aims

to educate low-income families on the benefits of a healthy plant-based diet, which can improve

their health, nutrition, and overall well-being. The organization also promotes a shift towards

more plant-based diets that aim to reduce anthropogenic greenhouse gases. Eat For The Earth’s

mission is loosely relevant to our research topic as it caters to people with limited computer
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skills, low income, and underserved who are unable to research or look up educational content

online. An interview with a college student volunteer within this organization would provide

valuable insight into their experience relating to our topic as someone who is on their journey as

a professional.
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Research Conducted

Juan

My interviewee was Fred Johnstone from my service site, Fred is also a technology volunteer for

Eat For The Earth. He is currently a student who is looking to get internships and experience in

IT. What made Fred an ideal candidate for the interviews is that he’s currently finishing off his

college education to get into the Information and technology field. He’s an individual who is at

the start of his IT career so he’s able to provide us with his experience with technology and

training throughout his high school education as a middle-class student who chose a career in

computing.

Oscar

1. Who at your site/within your target audience answered your questions?

I interviewed the CEO of Rakulee inc Donghun “Thomas” Han.

2. What characteristics make this person an ideal interviewee/person to speak on your topic (age,

gender, income level, experience working at the site, client of the site, etc.)?

Thomas is an ideal candidate for these questions as he has experience analyzing

research data that is aimed toward assisting the education of college and university

students. Not only will he be able to provide his experience, but also the insight gained

from helping college and university students through research.

Nick

1. Who at your site/within your target audience answered your questions?

Oscar and I both work for the same volunteer supervisor, and we both do not work with an

audience. For example, I write articles, and I never directly work with my audience. Since this is

the case, I interviewed someone from my current internship. With that being said, I interviewed
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Danny Perez, current Technical Analyst at VaultJS. Danny fits into our target audience since he

went through grade K-12 when computers were available to students in the classrooms.

2. What characteristics make this person an ideal interviewee/person to speak on your topic (age,

gender, income level, experience working at the site, client of the site, etc.)?

Danny is an ideal person to interview to speak on our topic because he made it into a tech

career. His perspective of the computer curriculum available will shed light onto whether

not having computers was an advantage to getting into a tech career or not. Also,

Danny’s major is in Business. It will be interesting to find out if the computer curriculum

available to him in grades k-12 affected his choice in his degree.

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Findings

Danny Perez is Technical Analyst at the tech company VaultJS, which specializes in

martech/adtech security and privacy. The interview can be found in Appendix B. You could say he has

successfully achieved a career in tech. At the time of this writing, Danny’s age is 27, and he went through

high school during the years 2011 through 2015. Danny’s school had computers available to him, and a

limited amount of software classes were available. We could link the availability of computers to his

potential success in obtaining a career in tech. However, Danny’s path started with a degree in business.

To paraphrase; Danny has said in conversation that if he had more education in software technology in

high school, he would have probably chosen a path to a degree in computer science before a degree in

business (Danny Perez, personal communication, November 21, 2023). Danny believes that the students

often would have a more advanced knowledge of computers than the teachers, and also said that the only

software class available was AutoCAD. This gives me the impression that a comprehensive computer

technology education was not available at the high school level. With that being said, it is not surprising

that Danny’s interest in computer technology was not catalyzed in high school.

Fred Johnstone is currently pursuing a career in web design and web development. He

shared that during his K-12 education, he was primarily taught using traditional methods with

limited methods involving technology. Although technology was occasionally used for

assignments such as PowerPoint presentations or typed essays, it was not a significant part of his

curriculum. While more technology was added to the curriculum over the years, the technical

training of the educators remained the same. As a result, students often had more computer skills

than the faculty. Fred noted that he believes that technological education can be highly beneficial

for both students and educators, but educators must have the appropriate knowledge to make it a

fun and engaging experience.

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Thomas discussed his experience with computer courses during high school and college,

emphasizing the lack of higher-level computer courses during their high school years. Regarding

the assignments Thomas described the use of computers for presentations and research,

considering them an extension of traditional assignments. Thomas discussed that students and

teachers have varying degrees of computer knowledge. He emphasized the influence of

technological education quality on the engagement of students. Stating that active engagement

through technology increases the quality of education. Thomas expressed the importance of

technological literacy among educators, linking it to the quality of education provided. Educators

with strong technical literacy were seen as capable of delivering high-quality courses, reducing

learning time, and applying deep knowledge. The themes include the availability of resources

(computers in schools), the quality of education (influenced by technological literacy), and the

importance of interactive and engaging teaching methods made simpler by technology.

COMMON THEMES

Students feeling more competent with computer technology than their teachers seems to

be a common theme among people that have interviewed. Fred Johnstone said, “To my

knowledge, students would often out-grow teachers in computer skills and ability”. Along with

Fred’s comment Danny also said, “The average student generally knew a LOT more about

computers and how to use them compared to most teachers”. Both interviewee’s explicitly

express a feeling that the teachers did not possess the same knowledge as the students in the area

of computer technology. Finally, Thomas had a similar feeling when he said, “When I was in

high school, the teacher had some general knowledge of computers”. This statement implies that

the teachers did not have a strong understanding and knowledge of computers in order to
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successfully teach the subject. The overlapping trend is that teachers in high school were not as

familiar with computer technology as the students were.

A common idea among the data highlights the positive potential of technology when employed

appropriately. While having access to advanced technology is not a guarantee to improved

education, it necessitates educators with technological literacy to provide guidance, ensuring that

students use technology effectively.

Below is a quote the highlights this idea of the importance of technological literacy

among educators and accessible technology in school:

` “In my experience, students find that learning socially on a computer can be highly

beneficial if done correctly. There are many opportunities for distraction on a computer

with access to the internet, however if handled correctly, learning on a computer can be a

highly social and educational experience for both student and teacher alike.” Quote from

Appendix A.”

Another common theme that emerged in our research was that technology was not widely

used as a common method of education. Technology was used occasionally and was usually

limited to certain class activities. For example, D. Perez responded,” From my own experience, I

would only use them when in a class that was designated to be completed on a computer like

AutoCAD or when we had to prepare PowerPoints in class for presentations.” Technology is an

important tool that could be used to supplement traditional education but it is often not taken

advantage of.
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Having access to technology opens the door for more educational opportunities, Danny

Perez relates his experience in high school where they were offered higher education computer

courses by stating,” My high school offered very little computer courses. The obvious one I

remember was an AutoCAD course, which was used as a software design tool. We also had the

ability to take early college courses that included CS but it wasn’t feasible for everyone to due

time/resources.” Solely having access to technology does not guarantee improved educational

outcomes just as Fred mentions how teachers also had more access to computers yet they knew

less about using them,” To my knowledge, students would often out-grow teachers in computer

skills and ability. Silly because they also had computers at home and used them much more

frequently.“ Educators may struggle to deliver quality education when students possess more

knowledge about technology than they do. Educators must be properly trained and experienced

to use technology efficiently and effectively to improve education. Challenging students is what

pushes students to grow their mindset and learn to manage complex tasks. If enthusiastic

students have more technical knowledge than their teachers, they may become discouraged from

exploring and learning with technology by the teachers themselves. Similarly, Perez notes,” The

average student generally knew a LOT more about computers and how to use them compared to

most teachers. In school, teachers often expressed how they were too old to keep up with

technology and how they’d rather keep exams/projects traditional.” Additionally, a lack of

technical knowledge among educators can limit their ability to push and encourage students to

reach their full academic potential. Donghun Han correlated with this by responding, “In my

experience, the better the quality of technological education the more students engage in more

learning processes actively. For example, a class has more interactions between instructors and

students, the students can learn more effectively because they always receive feedback from the
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instructors. “ The quality of education is tied to many factors which are mutually exclusive. This

information could assist educators to understand the factors influencing the quality of students'

technological education, thus enhancing their understanding of how to provide higher-quality

education.
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Conclusion

The research question has only partially been answered. Technology in education

encompasses an array of subjects. To put it simply, we can categorize technology in education in

three categories: hardware availability, course availability, and educator availability. We can

conclude that the area of course availability and educator availability could influence more

interest and stronger knowledge in high school grades.

The findings suggest that educators have the potential to improve their curriculums

through technology, but often fail to do so due to lack of technological training. Our research

also indicates that some students are more willing to teach themselves than their teachers are to

teach them, as they are self-taught in technological literacy. Furthermore, our findings show that

students are excited and enthusiastic about learning with the assistance of technology. A

motivated student will always put more effort into learning than a discouraged student. It is

important to take advantage of these opportunities, especially since not all have the necessary

technology or eagerness to learn.

The people interviewed all seemed to have computers available to them during their time

in high school. So having the hardware was not a limiting factor for their technology education.

That aspect could not be answered from our research. However, an overlapping theme emerged.

The feeling of the students was that at some point their computer and technology knowledge

surpassed the teachers that were teaching them. Also, it seems that the computer curriculum was

insufficient as well. No beginner to intermediate programming classes were available in high

school.

These conclusions reflect how computer curriculum can potentially shape the digital

divide. With a lack of computer curriculum and knowledgeable teachers the learning is left up to
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the student or individual. For students that have little interest in technology, this may be all it

takes for them to not develop an understanding of technology. Only the determined and

motivated students will take the extra effort to develop skills in technology.Consequently the

absence of structure in the technological curriculum may cause inequalities in digital literacy

among teachers and students. Unequal access to education and resources furthers the divide,

making it critical to implement a structured technological curriculum for students and teachers,

to ensure that all are prepared for a rapidly growing digital future.
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Recommendations

One recommendation would be, consider interviewing someone not in the field of

technology or is currently pursuing a non-technology related career to gather insights of their

experiences with technology in education. Originally our research included how funding can

affect the quality of education for students, but failed to include questions related to funding in

our interview questions. Funding is a key factor in the quality of technological education, so

tailoring our interview questions to include funding would be something that could’ve solidified

our research. Lastly, we could have given more consideration to factors such as age, ethnicity,

and other demographic variables when selecting our interview participants, to enhance the

diversity of our research.

State governments standardize education curriculums. Technology can be detrimental or

a distraction for younger grades, computer curriculum at high school level seems appropriate.

With that being said, the government could make software courses standardized options for high

school. With software courses standardized as curriculum, the need for teachers capable of

teaching the curriculum would also be needed. Standardizing software curriculum would make

computer curriculum available, and also produce the need for capable computer teachers.

Policy makers at the local and federal level should be involved in making policies that do

not allow the digital divide gap to widen. They can implement incentives and initiatives to big

tech companies to create programs that allow for rural and economically disadvantaged areas to

have access to digital infrastructure and technology. This proposal can motivate tech companies

to move on this issue sooner rather than later slowly closing the digital divide gap.

With technology evolving exponentially, it is important to keep educators up-to-date. An

educator who has been teaching for years may not have the same technological literacy as newer
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teachers. To alleviate the issue of educators having outdated technological training, periodic

technology literacy assessments for educators along with occasional re-training should be

implemented.
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References

Basham, J.D., Smith, S.J., Greer, D.L. & Marino, M.T. (2013). The Scaled Arrival of K–12

Online Education: Emerging Realities and Implications for the Future of Education.

JSTOR. https://www.jstor.org/stable/24636946

Valadez, J. R., & Duran, R. (2007, February). Redefining the digital divide: Beyond Access to

computers. JSTOR. https://www.jstor.org/stable/40364198

Wisdom, J. P., White, N., Goldsmith, K., Bielavitz, S., Rees, A., & Davis, C. (2007). Systems

limitations hamper integration of accessible information technology in northwest U.S.

K-12 schools. *Educational Technology & Society, 10*(3), 222-232.

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Appendix A

Interview Answers from Fred Johnstone

1. What computer courses were offered, and was there an option to choose higher level

computer courses in school? (What years were you in high school?)

I was offered to learn IT, which consisted of learning how to use Microsoft office

(at the time). Upon completion, we were then offered to learn more advanced

computer skills.

2. Were computers available at your school or at home? (What years were you in school?)

Computers were available in school. I attended school from the ages of 6 - 19.

During that time, computers became more and more available to students as time

went on.

3. What are some examples of assignments or activities in high school that required the

use of a computer? How did you feel about these assignments compared to traditional

assignments, and why?

Often, teachers would take us to the IT department and have us write up essays on

the computer using Microsoft word. During art class, there were times when we

had to make a powerpoint. Personally, I always looked forward to these classes, as

they offered a break from the norm and were quite fun.

4. How would you describe the level of computer knowledge between the students and

teachers in your high school?

To my knowledge, students would often out-grow teachers in computer skills and

ability. Silly because, they also had computers at home and used them much more

frequently.
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5. In your experience, how does the quality of technological education influence student

engagement in the learning process?

In my experience, students find that learning socially on a computer can be highly

beneficial if done correctly. There are many opportunities for distraction on a

computer with access to the internet, however if handled correctly, learning on a

computer can be a highly social and educational experience for both student and

teacher alike.

6. In your opinion, how does the level of technological literacy among educators

influence the quality of technological education provided to students?

Obviously it helps if the teacher knows the subject that they are teaching to the

student and if they don’t then the students will quickly over-take them in

computer based knowledge. However, in my opinion, there comes a point when

computer literacy can become a hindrance to teaching younger minds. More often

than not a student is not going to know how to code or build a complex algorithm,

and attempting to teach them this too early can damage their relationship with

technology. There needs to be a middle ground, where the subjects are complex

enough to warrant bleeding to be taught, but simple enough that learning them can

be fun.
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Appendix B

Interviewer: Nicholas Anderson

Interviewee: Danny Perez

Job Title: Technical Analyst at VaultJS

Age: 27

1. What computer courses were offered, and was there an option to choose higher level

computer courses? (What years were you in high school?)

My high school offered very little computer courses. The obvious one I remember was an

AutoCAD course, which was used as a software design tool. We also had the ability to

take early college courses that included CS but it wasn’t feasible for everyone to due

time/resources. (2011-2015)

2. Were computers available at school or at home? (What years were you in school?)

Our school had computers in most classes and maybe 30 in the library. We also had

designated rooms full of computers for exams. (2011-2015)

3. What are some examples of assignments or activities in school that required the use of a

computer? How did you feel about these assignments compared to traditional

assignments, and why?

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In high school, we took many big exams on computers. From my own experience, I

would only use them when in a class that was designated to be completed on a computer

like AutoCAD or when we had to prepare PowerPoints in class for presentations. I

personally prefer using a computer to complete these tasks simply because it saves time

and the end product is usually visually/grammatically cleaner.

4. How would you describe the level of computer knowledge between the students and

teachers in your school?

The average student generally knew a LOT more about computers and how to use them

compared to most teachers. In school, teachers often expressed how they were too old to

keep up with technology and how they’d rather keep exams/projects traditional.

5. In your experience, how does the quality of technological education influence student

engagement in the learning process?

I think the quality of technology improves the ability to complete tasks and learn more

efficiently. However, I think there are two extremes when it comes to learning. You can

learn and intake more information using technology, but you can also be distracted easily

and not learn at all. From my own experience and ones close to me, we find it very

difficult to find a balance with online learning.

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6. In your opinion, how does the level of technological literacy among educators influence

the quality of technological education provided to students?

I believe ongoing technology should and will keep improving the quality of education

provided to students. I also believe that newer/younger educators aren’t as dedicated to

their craft like in the past because of social norms. Therefore, the way education is to be

taught very heavily depends on the person teaching it and not how technologically

advanced they are.

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Appendix C

Interview Answers from Donghun “Thomas” Han

1. What computer courses were offered, and was there an option to choose higher level

computer courses? (What years were you in high school?)

When I was in high school, I took general knowledge about computers, not for the

coding classes. There were no other higher-level computer courses at the time of

my high school period.

2. Were computers available at school or at home? (What years were you in school?)

There was a computer room in my high school with 40 computers. Also, it is a

similar environment during college time. I was available to access a computer in

the home.

3. What are some examples of assignments or activities in school that required the use of a

computer? How did you feel about these assignments compared to traditional

assignments, and why?

When I was in high school, the assignments required submitting a summary of a

subject and a presentation. I use a computer to present PPT slides and search

information on the web. I felt it was just an extension of traditional assignments

because the media converts from blackboard to present on a slide. When I was in

college, some of my assignments required developing console applications using

C++. Traditional assignments are required usually submit a report such as typical

assignments, solving calculus problems, etc. I felt the assignments that require
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using a computer are the most advanced and more time requirements because they

require debug processing.

4. How would you describe the level of computer knowledge between the students and

teachers in your school?

When I was in high school, the teacher had some general knowledge of

computers, but not a deep level in the coding side. Students also have decent

knowledge of computers but not strong enough for computer applications. Some

students have exceptional knowledge of cyber security or computer algos.

Overall, I think the computer knowledge level depends on the students and

teachers.

5. In your experience, how does the quality of technological education influence student

engagement in the learning process?

In my experience, the better the quality of technological education the more

students engage in more learning processes actively. For example, a class has

more interactions between instructors and students, the students can learn more

effectively because they always receive feedback from the instructors. If a course

is a one-way course from instructor to student, it may take a longer time for the

learning time. Therefore, the quality of technological education is important and

can reduce students’ learning time and learn effectively.

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6. In your opinion, how does the level of technological literacy among educators influence

the quality of technological education provided to students?

Definitely, technological literacy is important among educators because once

instructors have strong knowledge, they also provide high quality courses and

courses at the level of the learner’s view. Ultimately, these instructors have deep

knowledge from lots of trial and error and can reduce learning time for new

learners. In contrast, educators who have low technological literacy tend to

provide simple knowledge such as from books. Not deep application of their

knowledge. Therefore, learners may be faced with lots of trial and error.

It may end up with a loss of interest in learning.