Positive and Negative Impacts of Technology among BSIT Students of Iloilo State College Of Fisheries Barotac Nuevo Campus
Chapter I
Introduction
Background of the Study
The rise of technology in the classroom opened up new doors for educators, who saw the potential for computer use and the incorporation of multimedia elements to engage and motivate students. This innovative educational structure used video production software and the World Wide Web to move lecture presentations out of the classroom, while it brought more interactive and intellectually demanding activities in
Technological advances in education have been many over the last 50 years. As we look back just 20 years ago, computers were not common place inside the classroom let alone in the household. Imagine what students thought about using a word processor versus electric typewriter word processors or even using the archaic manual typewriter. In contrast, today students and children are considered digital natives. According to Wikipedia, digital natives are described as having grown up with digital technology such as the internet, computers, cellphones and MP3 players. Having a computer in every household as well as every school has exponentially increased student’s awareness of technology and also broadened their horizons about the global economy. Students today use cell phones that can do almost anything imaginable such as getting real time updates on their bank accounts, download information off the internet, watch TV or even make a movie! Imagine going through our everyday life without the aid of a computer, it could be exhilarating and yet also cumbersome to juggle daily duties. Today technology reaches well beyond the classroom to serve the needs of learners with disabilities, rural inaccessibility or being home schooled have more options open to them to learn and investigate. Through internet connection students and teachers have a portal and connection to every part of the world. Computers can open pathways that stimulate learning and help develop high order thinking skills, when technology is applied in a meaningful manner. Histories of technological developments have often shown links between innovations in industry and communications with improvements in educational methods. The proliferation and success of web based curriculum at all levels of education is just the latest example of the importance of technology to both students and teachers. The greater the reach of educational programs to a growing population of students via the internet continues to challenge educators, not only by adapting the latest technological enhancements in the traditional classroom to distance learners, but also to discover additional ways for improving those students educational experience overall. The computers unique ability to offer lessons in multimedia formats, and to provide a means for real time student/teacher dialogue and exchange already enriches online instruction, but may only be the tip of the iceberg that emerging technologies will bring to the delivery of quality education in the new century.

Statement of the Problem This study “Positive and Negative Impacts of Technology among BSIT Students of Iloilo State College of Fisheries Barotac Nuevo Campus” was conducted to find out the problems and constraints regarding the effects of technology to BSIT Students of Iloilo State College Of Fisheries, Barotac Nuevo Campus.
Hypothesis
The following research hypothesis was formulated to give direction to the study: HO1: There are no significant relationships between the impact of instructional technology and usage of instructional technology and student academic achievement. HO2: There are no significant differences between male and female attitudes and anxiety towards ICTs and their academic achievements. HO3: There are no significant differences between the opinions of respondents in the Institution.
Theoretical Framework

The world in which we live is increasingly sophisticated, multifaceted and nuanced. People need high-level learning skills to respond, learn and adjust to ever-changing circumstances. As the world grows increasingly complex success and prosperity will be linked to people’s ability to think, act, adapt and communicate creatively (Stratham & Torell, 1996, p. 24).
In order to prepare students for the demands of this new century change in the way teaching and learning occurs must take place. Learning environments must become more authentic, by giving students the opportunities to use higher order thinking and problem solving skills connected to real world applications (Fouts, 2000) Technology as a tool in learning has been embraced by some and disgraced by many, yet today’s digital natives traverse virtual worlds without hesitancy or misgivings. “Students are far more technologically savvy than the institutions that support them” (Desai, Hart, & Richards, 2008, p. 329)
According to Desai, Hart, and Richards (2008), “The vast amount of information that computers supply on a daily basis has allowed teachers and students new ways to explore education compared to ordinary instructional tools” (p. 329). Technology offers flexibility and adaptability reflective of pedagogies across various learning models based in constructivism.

Conceptual Framework In this study, the researcher aimed to determine the positive and the negative impacts of technology among BSIT Students of Iloilo State College Of Fisheries, Barotac Nuevo Campus.
Independent Variable Dependent Variable

Fig.1 Paradigm showing the relationship between the Independent and Dependent Variables

Significance of the Study This study is deemed beneficial to the following:
Students- can cause much more than just pen and paper to express themselves or present what they have learned.
Teachers- the method is equally helpful for teachers. Projectors and screens facilitate simultaneous viewing of information by a large number of students.
Scope and Limitation of the Study This study mainly focused on the Impacts of among BSIT Students, specifically the positive and the negative effects on both students and as well as the teachers.
Definition of Terms
Technology- is the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a pre-existing solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function.
In this study “Technology” refers to any modern machine that has positive and negative impacts on both students and teachers.

Chapter II
Review of Related Literature
Technology and Reading Comprehension
Findings consistent with these emerged from a meta-analysis conducted by Pearson et al. (2005). The authors reviewed 20 research studies related to using digital tools and learning environments on middle-school students in the following areas:
• Strategy Use
• Metacognition
• Reading Motivation
• Reading Engagement
• Reading Comprehension
They defined digital tools to include a wide range of media forms: images, video and audio clips, hypertext, hypermedia, and Web pages. The majority of studies they found dealt with reading comprehension and vocabulary development. Pearson et al. concluded that a wide range of digital tools enhance reading comprehension and vocabulary development by providing students access to word pronunciation, word meaning, contextual information, and comprehension scaffolds to guide an individual’s reading. Thus, a strong research base supports the conclusion that technology can enhance all aspects of literacy development.
Technology and Content Area Learning
Kinzer and Leu (1997) demonstrated positive effects of technology on both learning in a content area and learning to use technology itself. They studied the potential of multimedia and hypermedia technologies. One study, The Reporter Project, used multimedia technology to enhance sixth-grade students’ information gathering and writing skills. The Reporter Project was developed and tested in sixth-grade classrooms for two years and showed that students made statistically significant improvement in their recognition and use of elements such as main ideas, supporting details, and cause and effect relationships. Their writing was also more cohesive than their control-group peers who were taught using similar materials and sequences but without the use of technology.
Technology and Learner Motivation
Technology also motivates and engages the learner. When students have a choice in their assignment, see the relevancy, or can self-assess with teacher feedback intertwined, student motivation increases (Daniels, 2002; Ganske et al., 2003; Harvey, 2002). Technology lends itself to all of the above.
In the article, “Nonfiction Inquiry: Using Real Reading and Writing to Explore the World” (2002), Harvey concluded that the vehicle for increasing relevancy and motivation was through surrounding kids with compelling nonfiction. Researching online or using a CD-ROM allows students to search for information they are passionate about learning. Students can make choices when navigating online, which is engaging for learners. When students are given more choice in their tasks, those tasks are more meaningful and increase the students’ intrinsic motivation (Jordan & Hendricks, 2002).
Technology Use and Self-Esteem
The research literature also suggests that technology can have a positive impact on the self-esteem of students, especially for at-risk students with low self-esteem and self-confidence (O’Donnell, 2005; Kenny & Gunter, 2004; Taylor, Hasselbring, & Williams, 2001). In 2005, a study conducted by Romi and Zoabi examined the impact of computer technology on the self-esteem of dropout youth. The study focused on a control and intervention group, both consisting of 60 secondary level students. The intervention group was exposed to the MS Office Suite of tools to use in their learning, while the control group had no access to technology. Pre- and post-questionnaires were administered to determine attitudes toward learning, self-esteem, and self-efficacy. The findings showed a significant increase on all measures.
In 2000, researchers commissioned by the Software and Information Industry Association (SIIA) examined 311 research reviews and reports from published and unpublished sources. They reported that the reviews show that technology can have a positive effect on student attitudes toward learning, self-confidence, and self-esteem (Sivin-Kachala & Bialo, 2000). Other reviews (Coley, 1997) have reported that technology has been found to improve school attendance and decrease dropout rates with a positive impact on students’ independence and feelings of responsibility for their own learning.”
“In early 1991 this author completed a lengthy literature review related to learning through telecommunications and computer technologies. At that time one of the major hopes, as stated by Pea and Soloway in a report for the U.S. Congress Office of Technology Assessment (1987), was that technology might be the factor to help "bridge the ever-widening gaps between schools and society" (pp. 33-34). Much of the educational literature of 5-10 years ago expressed concern regarding the relevancy of what the education system was able to provide (with or without technology) and many of the studies (including this author's 1991 review) concluded that the investigation of the impact of technology was just beginning (Wellburn, 1991, p. 21). Later in the same year, Kerr (1991) stated that "those of us who try to foster the use of technology in the schools are often guilty of hubris: We start from a premise that the value of the new approach we urge is self-evident, and that teachers should naturally want to shift their ways radically to take advantage of the new. Impatience is another characteristic of those interested in seeking transformation of the educational system through technology."
Straightaway, we can see that this focus on the wider ecology of education requires us to reconsider terms we often take for granted. In the first instance, it requires us to ask what we recognize as ‘learning’. Many researchers, for example, would argue that all sorts of learning go on in a range of different settings, and that this learning contributes to the capacity to learn the formal knowledge that is conventionally valued in our society.
“As has been noted, however, in our society we often don’t tend to value learning until it can be categorized with reference to the frameworks of academic disciplines we recognize as ‘knowledge’ (Coffield 2000; Moss 2001). Some commentators have gone so far as to argue that in today’s climate we often refuse to recognize any activity as learning unless we are able to ‘certify’ it (Sutherland 2001).”
Today, the term ‘informal learning’ is used quite loosely to describe all or any of these. Some people use it to describe the location of learning – suggesting that all learning outside the school is ‘informal’. Others to describe the purposes of learning – suggesting that all learning that is part of leisure activity, rather than for examination purposes, is informal. One thing is clear, however; the terms ‘informal’ or ‘formal’ are not intended to imply that informal approaches to learning are all fun and games, while ‘formal’ approaches are all seriousness and gravity. Rather, the distinction between informal and formal learning, as we will use it in this report, can more clearly be made around the intentions and structure of the learning experience.
Advantages and Disadvantages of Technology
“Proponents of educational technology contend that technology accommodates individual learning rates and styles and offers access to learning at any time and in any location. They believe that the use of technology in the classroom provides students with the opportunity to (Jobe & Peck, 2008; Bebell, 2005; Honey et al., 2005; Waddoups, 2004; Gahala, 2001; Healey, 2001):
• acquire the technological skills they will need for future employment;
• develop critical thinking, problem-solving, and communication skills;
• collaborate with peers;
• engage in hands-on learning activities; and
• receive immediate feedback.
Advocates also claim that teachers benefit from the introduction of technology into the classroom. Technology gives teachers the ability to tailor instructional materials and assessments to directly address their students’ learning needs; offers access to more authentic material to assist in the development and delivery of lessons; and provides additional sources of information for their students to draw upon in the classroom (Dunleavy et al., 2007; Waddoups, 2004; Healey, 2001).
On the other hand, critics list a host of reasons why technology should not be emphasized in schools
(Dunleavy et all, 2007; Valdez, 2005; Jackson, 2004; Cooley, 2001; Northwest Regional Educational Laboratory, 2001; Wright, 2001; Blumenfeld et al., 2000; Weiner, 2000; Oppenheimer, 1997).”
In today's world, where just about everything is more convenient and accessible due to advances in technology across almost all sectors, it may seem as though it's a misnomer to even mention any disadvantages of technological advances. However, despite how far technology has taken humans and no matter how convenient it may make things, there are some disadvantages accompanying this level of access.
IMPACT of TECHNOLOGY CHANGE on ISSUE AREAS RELATED to LANGUAGE And CULTURE:
“Despite the multitudinous spatial metaphors conjured and endlessly restated by the institutionalization of the term cyberspace (and its extended family of navigational guide words), computer technology is less about negotiating space and overwhelmingly about animating a system of referential acts. Chesher describes computers as in vocational media relating to processes of speech and used to ‘call up’ data; and, furthermore, that digital networks in fact eliminate space rather than perpetuate its illusion (Chesher, 1997).”
It may not be assumed that the all-encompassing language and mindset of digital environments is readily adapted to Indigenous language and knowledge, which are systems of representation that will have been rooted in a particular set of experiences generated by a particular people living in a particular region. To begin with, Indigenous linguistic traditions include tacit knowledge, which is transmitted orally, or through imitation and demonstration.

“Denzin defines language as a technology for extending the potential of the idea to fix experience, thereby permitting the user to posit a relation with the world (Denzin, 1989). Krug talks about the capacity of language to convert the world into things, and that language now comes pre-packaged in technological systems such that the meanings of things are already built in (Krug, 2005). He writes, “The mediated world is no less real than the obdurate, local world, but from the standpoint of the former, the latter does not truly exist”. Our persisting infatuation with the uncertainty and ambivalence of life as it is presented on the computer screen appears to be linked to an aesthetic of ephemerality (Appadurai, 1997).”
Technology, by definition, is a method for making meaning. Insofar as it engages a system for doing so, meanings are delimited. Heidegger describes modern technology as having the effect of challenging and enflaming the world. He writes, “We encounter not the revealing of the world but only the possibilities of transforming it or of using it. Applied to communications, modern technology necessarily displaces the revealing of the world with the characteristics of technology: the world is challenged to mean something, to appear in a particular way, to exist within particular framings, or uses, or gratifications.” (Heidegger, 1977)
We may understand ICTs as expanding the range of accessible information and encouraging the output of information creators, but the encoding or ordering of the world that is a by-product of these benefits must also be acknowledged: additional stress is placed upon original language systems of user communities, many of which are already struggling to maintain functional and affirmatory environments in which to secure transmission to younger generations.