The computer and individualized instruction

Think Twice: First for Tech, Then for Ed

The embodiment of technology in education can make learning easier, more enjoyable, and more accessible. From Learning Machines to artificial intelligence (AI), educational technology has repeatedly tested its strength as an aider or a substitute to in-person teaching. During the COVID-19 pandemic international organisations promoted the idea of the transformation of education using technology. Comparison of their texts published in 2020 with texts published in 2021 indicates that much of the early enthusiasm concerning the transition from in-person to remote learning gave its position to more thoughtful accounts after considering the learning losses and students' disappointment from the disruption of in-person relationships. This publication highlights aspects of education technology usually overlooked in futuristic accounts of education. Adopting a non-deterministic view of technology attempts to contribute to the more human-centred incorporation of technologies in education.

Remote and In-Person Learning: Utility Versus Social Experience

The massive transition from in-person to remote teaching increased the impact of technology on the everyday life of the universities. Without the face-to-face component, learning and teaching became a completely different experience for students and teachers. Recording the attitudes and perceptions of the undergraduate students on the new situation became necessary for the faculties to support them effectively. This research collected quantitative and qualitative data from 336 students of all the years of studies. The students preferred in-person teaching and reported higher engagement, learning, and understanding during classroom teaching. More senior students, who had developed face-to-face ties with their colleagues before the pandemic, found it easier to continue their interactions remotely. They were interested in matching learning with the duties and needs at the particular period of their life, despite their beliefs concerning the effectiveness of in-person teaching. The first-year students found it challenging to develop relationships remotely, and they were the most frustrated. Overall, students in the first years of their studies perceived remote teaching as dissatisfactory compared to the more senior students. Similar to other publications, the respondents of this study challenged the effectiveness of remote teaching and the concomitant transition from in-person to remote social relationships.