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Role of Information Technology in Environment and Human Health!

Information technology has tremendous potential in the field of environment education and health as in any other field like business, economics, politics or culture. Development of internet facilities, Geographic Information System (GIS) and information through satellites has generated a wealth of up-to- date information on various aspects of environment and health.

A number of software have been developed for environment and health studies which are used friendly and can help an early learner in knowing and understanding the subject.

Database on Environment System :

Database is the collection of interrelated data on various subjects. It is usually in computerized form and can be retrieved whenever required. In the computer the information of database and can be very quickly retrieved. The comprehensive database includes wildlife database, conservation database, forest cover database etc. database is also available for diseases like HIV/AIDS, Malaria, Fluorosis, etc.

(a) National Management Information System (NMIS):

NMIS of the Department of Science and Technology has compiled a database on Research and Development Projects along with information about research scientists and personnel involved.

(b) Environmental Information System (ENVIS):

The Ministry of Environment and Forests, Government of India has created an information System called Environmental Information System (ENVIS). With its headquarters in Delhi, it functions in 25 different centres all over the country.

The ENVIS centres work for generating a network of database in areas like pollution control, clean technologies, remote sensing, coastal ecology, biodiversity, western Ghats and eastern environmental management, media related to environment, renewable energy, desertification, mangroves, wildlife, Himalayan ecology, mining etc.

(c) Remote Sensing and Geographical Information System (GIS):

Satellite imageries provide us actual information about various physical and biological resources and also to some extent about their state of degradation in a digital form through remote sensing. Satellite imageries provide us actual information about various physical and biological resources and also to some extent about their state of degradation in a digital form through remote sensing. We are able to gather digital information on environment aspects like water logging, desertification, deforestation, urban sprawl, river and canal network, mineral and energy reserves and so on.

(d) Geographical Information System (GIS):

GIS has proved to be a very effective tool in environmental management. GIS is a technique of superimposing various thematic maps using digital data on a large number of inter-related or inter dependent aspects. Several useful soft-wares have been developed for working in the field of GIS.

Different thematic maps containing digital information on a number of aspects like water resources, industrial growth, human settlements, road network, soil type, forest land, crop land or grassland etc. are superimposed in a layered form in computer using software.

Such information of polluted zones, degraded lands or diseased cropland etc. can be made based on GIS. Planning for locating suitable areas for industrial growth is now being done using GIS by preparing Zoning Atlas. GIS serves to check unplanned growth and helps in providing correct, reliable and verifiable information about forest cover, success of conservation efforts etc.

They also provide information of atmospheric phenomena, like approach of monsoon, ozone layer depletion many new reserves of oil; minerals etc. with the remote sensing and GIS play a key role in resource mapping, environmental conservation, management, planning and environmental impact assessment.

It also helps in identifying several disease infested areas which are prone to some vector-borne diseases like malaria, schistosomiasis etc. based upon mapping of such areas. There are several Distribution Information Centres (DICs) in our country that are linked with each other and with the central information network having access to international database.

They also provide information of atmospheric phenomena like approach of monsoon, ozone layer depletion, inversion phenomena, smog etc. We are able to discover many new reserves of oils, minerals etc. with the help of information generated by remote sensing satellites. Thus remote sensing and GIS play a key role in resource mapping, environmental conservation, management, and planning and environmental impact assessment.

(e) The World Wide Web:

With resources material on every aspect, class-room activities, and digital files of photos, power-point lecture presentations, animations, web-exercises and quiz has proved to be extremely useful both for the students and the teachers of environmental studies.

The role of online learning centre website has the following features:

(a) Student-friendly features:

These include practice quiz, how to study tips, hyperlinks on every topics with detailed information, web exercises, case studies, environmental maps, key-terms, career information, current articles, and interactive encyclopaedia and how to contact your elected officials.

(b) Teacher-friendly features:

These include in addition to above supplement resources charts, additional case studies, answers to web exercises, solutions to critical thinking, questions, editing facility to add or delete questions and create multiple version of same test etc. Information technology is expanding rapidly with increasing applications and new avenues are being opened with effective role in education, management and planning in the field of environment and health.

Related Articles:

• What is the Role of Networks and Information Technology in an Organization?
• Importance of Information Technology for Conservation of Environment

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• The impact of technology on the ...

The impact of technology on the environment and how environmental technology could save our planet

Courtesy of Edinburgh Sensors Ltd - TECHCOMP Group

This article takes a look at the paradoxical ideology that while the impact of technology on the environment has been highly negative, the concept of environmental technology could save our planet from the harm that has been done.  This idea is supported by WWF  1 , who have stated that although technology is a solution enabler it is also part of the problem.

The term ‘technology’ refers to the application of scientific knowledge for practical purposes and the machinery and devices developed as a result. We are currently living in a period of rapid change, where technological developments are revolutionising the way we live, at the same time as leading us further into the depths of catastrophe in the form of climate change and resource scarcity.

This article will begin by discussing the negative impact of technology on the environment due to the causation of some of the world’s most severe environmental concerns, followed by the potential that it has to save the planet from those same problems. Finally it will explore the particular environmental technology of the gas sensor and discuss how it plays a part in the mitigation of negative environmental consequences.

The Impact of Technology on the Environment

The industrial revolution has brought about new technologies with immense power. This was the transition to new manufacturing processes in Europe and the United States, in the period from about 1760 to 1840. This has been succeeded by continued industrialisation and further technological advancements in developed countries around the world, and  the impact of this technology on the environment has included the misuse and damage of our natural earth.

These technologies have damaged our world in two main ways; pollution and the depletion of natural resources.

1. Air and water pollution

Air pollution occurs when harmful or excessive quantities of gases such as carbon dioxide, carbon monoxide, sulfur dioxide, nitric oxide and methane are introduced into the earth’s atmosphere. The main sources all relate to technologies which emerged following the industrial revolution such as the burning of fossil fuels, factories, power stations, mass agriculture and vehicles. The consequences of air pollution include negative health impacts for humans and animals and global warming, whereby the increased amount of greenhouse gases in the air trap thermal energy in the Earth’s atmosphere and cause the global temperature to rise.

Water pollution on the other hand is the contamination of water bodies such as lakes, rivers, oceans, and groundwater, usually due to human activities. Some of the most common water pollutants are domestic waste, industrial effluents and insecticides and pesticides. A specific example is the release of inadequately treated wastewater into natural water bodies, which can lead to degradation of aquatic ecosystems. Other detrimental effects include diseases such as typhoid and cholera, eutrophication and the destruction of ecosystems which negatively affects the food chain.

2. Depletion of natural resources

Resource depletion is another negative impact of technology on the environment. It refers to the consumption of a resource faster than it can be replenished. Natural resources consist of those that are in existence without humans having created them and they can be either renewable or non-renewable. There are several types of resource depletion, with the most severe being aquifer depletion, deforestation, mining for fossil fuels and minerals, contamination of resources, soil erosion and overconsumption of resources. These mainly occur as a result of agriculture, mining, water usage and consumption of fossil fuels, all of which have been enabled by advancements in technology.

Due to the increasing global population, levels of natural resource degradation are also increasing. This has resulted in the estimation of the world’s eco-footprint to be one and a half times the ability of the earth to sustainably provide each individual with enough resources that meet their consumption levels. Since the industrial revolution, large-scale mineral and oil exploration has been increasing, causing more and more natural oil and mineral depletion. Combined with advancements in technology, development and research, the exploitation of minerals has become easier and humans are therefore digging deeper to access more which has led to many resources entering into a production decline.

Moreover, the consequence of deforestation has never been more severe, with the World Bank reporting that the net loss of global forest between 1990 and 2015 was 1.3 million km 2 . This is primarily for agricultural reasons but also logging for fuel and making space for residential areas, encouraged by increasing population pressure. Not only does this result in a loss of trees which are important as they remove carbon dioxide from the atmosphere, but thousands of plants and animals lose their natural habitats and have become extinct.

Environmental Technology

Despite the negative impact of technology on environment, a recent rise in global concern for climate change has led to the development of new environmental technology aiming to help solve some of the biggest environmental concerns that we face as a society   through a shift towards a more sustainable, low-carbon economy. Environmental technology is also known as ‘green’ or ‘clean’ technology and refers to the development of new technologies which aim to conserve, monitor or reduce the negative impact of technology on the environment and the consumption of resources.

The Paris agreement, signed in 2016, has obliged almost every country in the world to undertake ambitious efforts to combat climate change by keeping the rise in the global average temperature at less than 2°C above pre-industrial levels.

This section will focus on the positive impact of technology on the environment as a result of the development of environmental technology such as renewable energy, ‘smart technology’, electric vehicles and carbon dioxide removal.

• Renewable energy

Renewable energy, also known as ‘clean energy’, is energy that is collected from renewable resources which are naturally replenished such as sunlight, wind, rain, tides, waves, and geothermal heat. Modern environmental technology has enabled us to capture this naturally occurring energy and convert it into electricity or useful heat through devices such as solar panels, wind and water turbines, which reflects a highly positive impact of technology on the environment.

Having overtaken coal in 2015 to become our second largest generator of electricity, renewable sources currently produce more than 20% of the UK’s electricity, and EU targets means that this is likely to increase to 30% by 2020. While many renewable energy projects are large-scale, renewable technologies are also suited to remote areas and developing countries, where energy is often crucial in human development.

The cost of renewable energy technologies such as solar panels and wind turbines are falling and government investment is on the rise. This has contributed towards the amount of rooftop solar installations in Australia growing from approximately 4,600 households to over 1.6 million between 2007 and 2017.

• Smart technology

Smart home technology uses devices such as linking sensors and other appliances connected to the Internet of Things (IoT) that can be remotely monitored and programmed in order to be as energy efficient as possible and to respond to the needs of the users.

The Internet of Things (IoT) is a network of internet-connected objects able to collect and exchange data using embedded sensor technologies. This data allows devices in the network to autonomously ‘make decisions’ based on real-time information. For example, intelligent lighting systems only illuminate areas that require it and a smart thermostat keeps homes at certain temperatures during certain times of day, therefore reducing wastage.

This environmental technology has been enabled by increased connectivity to the internet as a result of the increase in availability of WiFi, Bluetooth and smart sensors in buildings and cities. Experts are predicting that cities of the future will be places where every car, phone, air conditioner, light and more are interconnected, bringing about the concept of energy efficient ‘smart cities’.

The technology of the internet further demonstrates a positive impact of technology on the environment due to the fact that social media can raise awareness of global issue and worldwide virtual laboratories can be created. Experts from different fields can remotely share their research, experience and ideas in order to come up with improved solutions. In addition, travel is reduced as meetings/communication between friends and families can be done virtually, which reduces pollution from transport emissions.

• Electric vehicles

The environmental technology of the electric vehicle is propelled by one or more electric motors, using energy stored in rechargeable batteries. Since 2008, there has been an increase in the manufacturing of electric vehicles due to the desire to reduce environmental concerns such as air pollution and greenhouse gases in the atmosphere.

Electric vehicles demonstrate a positive impact of technology on the environment because they do not produce carbon emissions, which contribute towards the ‘greenhouse effect’ and leads to global warming. Furthermore, they do not contribute to air pollution, meaning they are cleaner and less harmful to human health, animals, plants, and water.

There have recently been several environmental technology government incentives encouraging plug-in vehicles, tax credits and subsidies to promote the introduction and adoption of electric vehicles. Electric vehicles could potentially be the way forward for a greener society because companies such as Bloomberg have predicted that they could become cheaper than petrol cars by 2024 and according to Nissan, there are now in fact more electric vehicle charging stations in the UK than fuel stations 3 .

• ‘Direct Air Capture’ (DAC) – Environmental Technology removing Carbon from the atmosphere

For a slightly more ambitious technology to conclude with, the idea of pulling carbon dioxide directly out of the atmosphere has been circulating climate change mitigation research for years, however it has only recently been implemented and is still in the early stages of development.

The environmental technology is known as ‘Direct Air Capture’ (DAC) and is the process of capturing carbon dioxide directly from the ambient air and generating a concentrated stream of CO2 for sequestration or utilisation. The air is then pushed through a filter by many large fans, where CO2 is removed. It is thought that this technology can be used to manage emissions from distributed sources, such as exhaust fumes from cars. Full-scale DAC operations are able to absorb the equivalent amount of carbon to the annual emissions of 250,000 average cars.

Many argue that DAC is essential for climate change mitigation and that it can help reach the Paris Climate Agreement goals, as carbon dioxide in the air has been the main cause of the problem after all. However, the high cost of DAC currently means that it is not an option on a large scale and some believe that reliance on this technology would pose a risk as it may reduce emission reduction as people may be under the pretense that all of their emissions will simply be removed.

Although we cannot reverse the negative impact of technology on the environment caused by industrialisation, many believe that new environmental technology, such as renewable energy combined with smart logistics and electric transport, has the potential to bring about the rapid decarbonisation of our economy and the mitigation of further detrimental harm.

How can the environmental technology of Edinburgh Sensors’ Gas Sensor contribute?

Sensors play a huge part in the positive impact of technology on the environment as they often play a vital role in the monitoring and reduction of harmful activities. At Edinburgh Sensors, we produce bespoke gas sensing technology which can be used across a wide range of applications, many of which can be used to mitigate environmental concerns. This article presents just three of these applications; the monitoring of greenhouse gas emissions, the monitoring of methane using an infrared sensor and the detection of gases using a UAV drone.

1. Monitoring of Greenhouse Gas emissions:   https://edinburghsensors.com/news-and-events/measuring-greenhouse-gas-emissions/

Edinburgh Sensors Gascard NG provides high quality, accurate and reliable measurements of CO, CO2 and CH4. To find out how we can assist you with the measurement of greenhouse gas emissions, simply contact us.

2. Using an Infrared Sensor for reliable Methane monitoring:   https://edinburghsensors.com/news-and-events/infrared-sensor-gas-monitoring/

Edinburgh Sensors’ Gascard NG is used for methane detection in a range of research, industrial, and environmental applications including pollution monitoring, agricultural research, chemical processes and many more.

3. Using a UAV drone attached to a gas sensor to measure harmful gases:   https://edinburghsensors.com/news-and-events/uav-drone-methane-monitoring/

From monitoring global warming to tracking the spread of pollution, there are many reasons to use a drone in order to monitor carbon dioxide, methane and other hydrocarbon gas concentrations in remote or dangerous locations.

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Technology can help us save the planet. But more than anything, we must learn to value nature

"In the first seven months of 2018, we devoured an entire year’s worth of resources." Image:  REUTERS/NASA/Tim Peake/Handout

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.chakra .wef-9dduvl{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-9dduvl{font-size:1.125rem;}} Explore and monitor how .chakra .wef-15eoq1r{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;color:#F7DB5E;}@media screen and (min-width:56.5rem){.chakra .wef-15eoq1r{font-size:1.125rem;}} Future of the Environment is affecting economies, industries and global issues

.chakra .wef-1nk5u5d{margin-top:16px;margin-bottom:16px;line-height:1.388;color:#2846F8;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-1nk5u5d{font-size:1.125rem;}} Get involved with our crowdsourced digital platform to deliver impact at scale

Stay up to date:, future of the environment.

Technology is fundamentally changing the way we live, work, relate to one another and to the external world. The speed, breadth and depth of current breakthroughs has no historical precedent and is disrupting almost every sector in every country. Now more than ever, the advent of new technology has the potential to transform environmental protection.

The hunt for new smarter ways to support our development has always been a key driver of technological advancement. Today as our civilisation faces a new unprecedented challenge, technology can play a crucial role in decoupling development and environmental degradation.

Let’s be clear. No human technology can fully replace ‘nature’s technology’ perfected over hundreds of millions of years in delivering key services to sustain life on Earth. A productive, diverse natural world, and a stable climate have been the foundation of the success of our civilization, and will continue to be so in future. A fundamental issue in previous technological revolutions has been the lightness with which we have taken for granted healthy natural systems like forests, oceans, river basins (all underpinned and maintained by biodiversity) rather than valuing these as a necessary condition to development.

We consume more natural resources than the planet can regenerate

On 1 August, the world hit Earth Overshoot Day, the point in our calendars when we tip into consuming more natural resources than the planet can regenerate in a year.

Global Footprint Network, an international non-profit that calculates how we are managing ― or failing to manage ― the world’s resources, says that in the first seven months of 2018 we devoured a year’s worth of resources, such as water, to produce everything from the food on our plates to the clothes we’re wearing – a new unwanted record.

At present, we are using resources and ecosystem services as though we had 1.7 Earths and such an ecological overshoot is possible only for a limited time before ecosystems begin to degrade and, ultimately, collapse.

As global biodiversity continues to decline steeply, the health and functioning of crucial ecosystems like forests, the ocean, rivers and wetlands will be affected. Coupled with climate change impacts which are evident in warnings from scientists and the increasing frequency and intensity of extreme weather events worldwide; this is going to be disastrous for the ecological balance of the planet and for our survival. Earth Overshoot Day is a stark reminder of the urgent actions individuals, countries and the global community must take to protect forests, oceans, wildlife and freshwater resources and help achieve resilience and sustainable development for all.

We have a critical window of opportunity between now and 2020 to put in place commitments and actions to reverse the trend of nature loss by 2030 and help ensure the health and well-being of people and our planet.

This is not just doom and gloom, the risk is real

The failing of natural systems is not without consequences for us.

Every day new evidence of our unsustainable impact on the environment is emerging. The last five years have been the warmest five-year period on record, the Arctic warmed much faster than predicted and the UN estimates that in the last 10 years, climate-related disasters have caused $1.4 trillion worth of damage worldwide.

In just over 40 years, the world has witnessed 60% decline in wildlife across land, sea and freshwater and is heading towards a shocking decline of two-thirds by 2020 if current trends continue. This has happened in less than a generation. A blink of the eye, compared to the hundreds of millions of years some of these species have lived on our planet.

Forests are under pressure like never before with unabated deforestation and at sea, 90% of the world’s fish stocks are overfished. All indicators point toward our planet being on the brink .

Why does this matter? It matters because we will not build a stable, prosperous and equitable future on a depleted planet.

The ‘battle of technologies’

It is time to focus on the solutions which we know exist or have the potential to be developed and this is where technology, along with behavioural change, can help us reboot the health of our nature and planet.

From the high seas to the depths of the world’s most dense forests, technology can transform how we identify, measure, track and value the many services and resources nature provides us with.

Blockchain to revolutionize the commodity markets

Earlier this year, WWF in Australia, Fiji and New Zealand joined forces to stamp out illegal fishing and slave labour in the tuna fishing industry using blockchain technology . “From bait to plate”, the advances in blockchain technology can help consumers track the entire journey of their tuna – and potentially other agricultural commodities and fish – revolutionizing systems of certification and traceability. We can also use satellite data and cost-effective GPS tracking devices to ‘see’ and understand global fishing and global vessel traffic.

Remote sensing in planning and monitoring

On land as well, remote sensing plays an important role in planning, monitoring, and evaluating impact on the ground. It has enabled WWF to monitor the developments of extractive industries in socially and ecologically-sensitive areas, including World Heritage sites.

We’re also partnering with NASA’s Jet Propulsion Lab (JPL) and UCLA to develop an algorithm that enables the detection of deforestation from palm oil expansion using remote sensing data, and we’re exploring the potential to expand this technology to other commodities.

Drones and crowdsourcing help monitor forest health and detect illegal logging

Protecting the world’s forests means ensuring land—in the right places—is protected or restored as well as healthy, providing people and wildlife what they need to survive, like clean air and water, food and jobs. And that’s where drones come in to play, acting as our eyes on the forest. And it’s not just WWF that is using this technology.

WRI (World Research Institute) has developed Global Forest Watch (GFW), an online forest monitoring and alert system that uses crowdsourcing, to allow anyone to create custom maps, analyse forest trends, subscribe to alerts, or download data for their local area or the entire world.

Thermal imaging to combat poaching

Every night, park rangers patrol the pitch-black savanna of Kenya’s Maasai Mara National Reserve. They search for armed poachers who spill across the border from Tanzania to hunt for bush meat and ivory. For years the number of poachers overwhelmed the relatively small cadre of rangers. Technology is now helping to turn the tide. Thermal imaging video cameras enable rangers to catch poachers at record rates and deter many more from even making the attempt.

Beyond direct interventions to stop poaching, WWF also uses technology to go after wildlife traffickers. To that end, we’re working with a coalition of leading e-commerce and social media giants in the US and China to root out the sale of illicit wildlife products on their platforms.

AI to track wildlife

It is hard to think of technology and nature together but even advances like Artificial Intelligence (AI) that could not be further removed from the natural world are helping conservation efforts.

In China, WWF and tech giant Intel are harnessing the power of AI to help protect wild tigers and their habitats, while also protecting countless other species as a result while helping carbon storage, vital watersheds and communities in the area.

An engaged public is critical

As we engage new partners and pursue novel applications of technology, we believe an informed and engaged public is critical to this work and we are constantly looking to make people aware of the challenges facing our planet and what we’re doing to solve them. In 2016, we partnered with Apple to create an Apps for Earth campaign that raised $8 million and educated millions of people around the world about core conservation issues. More recently, we leveraged Apple’s augmented reality tools to launch the “ WWF Free Rivers” app that invites people to experience the importance of free-flowing rivers for nature and for humans, and demonstrates how ill-conceived economic development endangers them both.

The possibilities for technology partnerships to reboot nature are endless. Our challenge now is to scale this work beyond a few test sites and into all of the places we are working to protect the planet. More than technology, we need a fundamental shift in mindset and understanding of the role that nature and biodiversity plans in our lives and businesses .

If we continue to produce, consume and power our lives the way we do right now, forests, oceans and weather systems will be overwhelmed and collapse. Unsustainable agriculture, fisheries, infrastructure projects, mining and energy are leading to unprecedented biodiversity loss and habitat degradation, over-exploitation, pollution and climate change.

While their impacts are increasingly evident in the natural world, the consequences on people are real too. From food and water scarcity to the quality of the air we breathe, the evidence has never been clearer. We are however, in many instances, failing to make the link. Alongside the technological revolution, what we need is an equally unprecedented cultural revolution in the way we connect with the planet.

This article is part of the World Economic Forum’s Fourth Industrial Revolution for the Earth series, which explores how innovative technologies are beginning to transform the way we manage natural resources and address climate change and other environmental challenges caused by industrialization.

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The Role of Information and Communications Technology (ICT) In Environmental Sustainability

2019, IOSR Journals

ICTs play a key role in the protection and sustainability of the environment. This paper provides an overview on how ICT can help tackle environmental challenges. It also examines the benefits of ICT in the environment and how ICT investments can help guide in setting policy that will promote societal sustainability. The paper further addresses effects of ICT on sustainability in the areas of education, energy, environment, and transportation. It observes that ICT can improve transportation via the use of smart meters to monitor traffic (resulting in congestion pricing) and make energy delivery and consumption more efficient with the use of smart thermostats. Tele-and video-conferencing can reduce travel needs, leading to reduced carbon emissions for the environment. Distance and online learning technologies can reduce the need for brick and mortar buildings as well as the need for transportation in delivering education. Finally, telemedicine, ehealth, and m-health have the potential to make delivery of public health more efficient. Adoption and proper utilisation of ICT thus have the potential to promote sustainability within the society at large.

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Lorenz Hilty

"Information and Communication Technologies (ICTs) not only constitute an industry in their own right but they also pervade all sectors of the economy, where they act as integrating and enabling technologies. ICTs have a profound impact on society, and their production and use have important consequences for development in economic, social and environmental areas. The extent to which ICTs also affect progress towards environmental sustainability in an economy is an issue that is still under debate. There is, however, increasing evidence that significant opportunities and threats are involved. These deserve more research and more attention in energy, climate change and technology policies. The Institute for Prospective Technological Studies (part of the Joint Research Centre - European Commission) has commissioned a study entitled ‘The Future Impact of ICTs on Environmental Sustainability’, which aims to explore (qualitatively) and to assess (quantitatively) the way that ICTs will influence environmental sustainability between now and 2020. This study is the first quantitative projection to be carried out on how ICTs could affect the environment in the European Union. In order to estimate the effects of ICTs on a set of five environmental indicators, the project team adopted an innovative methodology combining qualitative scenario-building and quantitative modelling. The general conclusion was that ICTs can modify the value of these five indicators. ICTs could improve the situation, reinforcing positive effects in the environment, or they could worsen the situation. This suggests that environmental policies have to be designed to ensure that ICT applications make a beneficial contribution to environmental outcomes, and, at the same time, suppress rebound effects. There are significant opportunities for improving environmental sustainability through ICTs, which can rationalise energy management in housing (or facilities), make passenger and freight transport more efficient, and enable a product-to-service shift across the economy."

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Relation between ICT and Global Warming. Co-Author of the paper focused in the Netherlands. Thorough analysis taking into consideration all sides of the discussion, from ICT as catalyst for innovation and e-waste management to ICT contribution to the country´s footprint (both positive and negative).

Sustainable development requires the decoupling of economic growth from environmental impacts and from the use of natural resources. This article gives an overview of existing approaches to using Information and Communication Technology (ICT) in the service of sustainability: Environmental Informatics, Green ICT, and Sustainable Human-Computer Interaction (HCI).

Telematics and Informatics

Roya Gholami

David Hulegaard

Richard Bull

Purpose – ICT offers a peculiar 21st Century conundrum as it both a cause and solution to rising carbon emissions. The growth in the digital economy is fueling increased energy consumption whilst affording new opportunities for reducing the environmental impacts of our daily lives. This paper responds and builds on Fairweather’s overview of slow tech by providing examples of how ICT can be used to reduce energy. Encouraging examples are provided from the field of energy and buildings and implications for wider society are raised. Design/methodology/approach – This paper is based on a comprehensive literature of latest developments in the field of digital economy, energy and sustainability. Findings – This paper builds on the previous overview ‘The Clean Side of Slow Tech’ and provides clear and encouraging signs of how ICT can be used to contribute to sustainability through controlling systems more efficiently, facilitating behaviour change and reducing energy consumption. Future challenges and recommendations for future research are presented. Originality/value – This conceptual paper presents the latest research into the use of ICT in energy reduction and offers cautious, but encouraging signs that whilst the environmental impact of ICT must not be overlooked, there are benefits to be had from the digital economy. Keywords – Green ICT, Digital Economy, SMART buildings/cities,

Beth Karlin

This workshop brings together researchers from the entire iSchools community to propose, share and discuss their current research and future research agendas and foster collaborations on ICT for Sustainability. Sustainability as a research focus has inspired the creation of a number of workshops and conferences, including the International Conference on ICT for Sustainability (http://www.ict4s.org). ICT plays a major role in sustainability. It threatens sustainability as ICT devices cause carbon emissions, produce e-waste, but it can also be an enabler of sustainability [4], in form of systems that support the protection of natural resources, and that foster social sustainability, in the form of systems that foster communities and participation [8, 5]. These supporting systems come from many intellectual traditions within and beyond the information field (e.g., requirements engineering [9], software quality [10], life cycle analysis [6]) and design (e.g., sustainable HCI [1, 11]). As information scholars, we have a responsibility to work to ensure the survival of life on this planet, including humans as well as other rational agents, namely animals [2]. Sustainability is thus a critical value for ICT researchers to embrace and strive toward [3, 7, 12]. The iSchools community provides an excellent place to discuss this crucial topic at the intersection of information, society, and technology. This workshop will bring together scholars from across the information field studying ICT for sustainability, to foster new interdisciplinary and multidisciplinary collaborations. 2 Proposed Format The workshop is planned as a full day workshop. We will solicit abstracts, papers, and/or position statements, and will set up easychair for managing submissions. Participant registration will be managed through the conference registration site. We will start the morning with a series of short presentations by the authors, each of them followed by a brief discussion. The audience will be engaged by guiding questions from the moderators to spark discussion. We will wrap up the morning session by summarizing the talks and connecting them to identify common topic areas and future research needs. For the afternoon sessions, we envision a series of breakout sessions that discuss selected common topic areas and future research needs. These breakout sessions shall facilitate the design of a future research agenda as well as the development of new research collaborations between the participants. The results from the breakout sessions will be reported back in a plenary wrap up session that outlines possible next Abstract This workshop brings together researchers from the entire iSchools community to propose, share and discuss their current research and future research agendas and foster collaborations on ICT for Sustainability. ICT plays a major role in sustainability. It threatens sustainability as ICT devices cause carbon emissions, produce e-waste, but it can also be an enabler of sustainability, in form of systems that support the protection of natural resources, and that foster social sustainability, in the form of systems that foster communities and participation. These supporting systems come from many intellectual traditions within and beyond the information field and design. The iSchools community provides an excellent place to discuss this crucial topic at the intersection of information, society, and technology.

Giovanna Sissa , Juan Carlos López

Paraskevi Mentzelou

Information and Communication Technologies (ICTs) is the combination of hardware, software and services for capture, process, transmit and for displaying data and information electronically. Sustainable development is the development that fulfils the current needs without setting in danger the next generations' needs fulfilment. At a first glance, ICTs and environment sustainable development seems to be two sectors that look extrinsic but the impact of ICTs in the environment is widely accepted by the scientific community and frequently is taken for granted. In the scientific community there is a strong belief that these two sectors are correlated but still there are many uncertainties on where the border lines between these two scientific sectors lay. Clear quantified evidence has not been found yet despite the extensive research based on the link of ICTs and successful environment sustainable development. This study deals with the impact of ICTs on environment sustainable development and is based on the unique characteristics of ICTs and their concrete contribution to environmental sustainability. A general approach is taken by categorizing ICTs in three main domains: a) ICTs advances and development; b) Green ICTs and c) ICTs for the environment and the positive and negative affects of each category are presented.

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Role of Information Technology in Environment and Human Health

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Read this article to learn about the role of information technology in environment and human health.

Role of Information Technology in Environment:

The important roles of information technology in environment are as follows:

1. Remote Sensing :

Remote sensing technique through satellite can be used to assess ongoing changes in the environment and to predict natural calamities like droughts, floods and volcanic eruptions etc. The technique is of great use in exploring the possible availability of crude oils, mineral deposits and location of geothermal power sources.

2. Database :

Database is the collection of inter-related data on various subjects. It is usually in computerized form and can be retrieved whenever required. There are several Distribution Information Centres (DICs) in our country that are linked with each other and with the central information network having access to international database.

The Ministry of Environment and Forests, Government of India has taken up the task of compiling a database on issues like wildlife, forest cover, wastelands etc.

3. Environmental Information System (ENVIS) :

ENVIS established in 1982 aims on providing environmental information to decision makers, policy planners, engineers and scientists all over the country. ENVIS centres work for generating a network of database in areas like pollution control, clean technologies, biodiversity, renewable energy, wildlife, environmental management and remote sensing.

Objectives of ENVIS:

a. To build up a repository and dissemination centre in Environmental Science and Engineering.

b. To gear up modern technologies of acquiring, processing, storage, retrieval and dissemination of information of environmental nature.

c. To promote research, development and innovation in environmental information technology.

d. To provide national environmental information service relevant to meet the future needs.

ENVIS Network:

ENVIS has a network of several participating institutions forming a number of nodes, known as ENVIS centres, which work with a Focal Point in the Ministry of Environment and Forests. Due to its compact network, ENVIS has been designed as the National Focal Point (NFP) for INFOTERRA, a global environmental information network of United Nations Environment Programme (UNEP).

a. ENVIS India is in process of establishing 85 ENVIS nodes of which 81 have already been established which include government departments, institutions and NGO’s.

b. ENVIS nodes are supposed to create websites on specific environment related areas, establishes linkages with all information sources, create database on selected parameters and publish bulletins. They serve as interface for the users on the assigned subject.

4. National Management Information System (NMIS) :

NMIS of the Department of Science and Technology has compiled a database on Research and Development projects along with information about research scientists and personnel involved.

5. Geographical Information System (GIS) :

GIS has proved to be a very effective tool in environmental management. GIS is a technique of superimposing various thematic maps using digital data on a large number of inter-related or inter-dependent aspects. Different thematic maps containing digital information on a number of aspects like water resources, forest land, soil type, crop land, industrial growth, human settlement etc. are superimposed in a layered form in computer using soft-wares.

Applications of GIS:

GIS is very useful for future land use planning and for interpretating polluted zones and degraded lands.

a. GIS also provides information of atmospheric phenomenon like approach of monsoon, ozone layer depletion, smog and inversion phenomenon etc.

b. Planning for locating suitable areas for industrial growth is now being done using GIS by preparing Zoning Atlas.

c. GIS and remote sensing play a key role in resource mapping, environmental conservation and environmental impact assessment.

Role of Information Technology in Human Health :

Information technology is playing a major role in bioinformatics, genome sequencing, biotechnology, gene engineering, online medical transcription and in maintaining DTA databases for a better human health. It also helps in identifying several disease-infected areas which are prone to some vector-borne diseases like malaria, schistosomiasis etc. based upon mapping of such areas.

Bioinformatics, an emerging field of it is used in curing severe diseases like osteoporosis and in human genome project (HGP) by developing a computer programme that helps in completing the genome sequencing. The aim of HGP is to create a map of entire set of genes (genome) in the human cell by decoding the three billion units of human DNA.

Online Information on Health:

It provides vast quantum of information on different subjects including human health and environment. The patient can seek help of a super-specialist doctor placed at far off distance. The National Institute of Occupational Health provides computerized information on occupational health of people working in various hazardous and non-hazardous industries and safety measures etc.

Recently, an American Company M-square started Home Medican Transcription System (Hometrans) under which a medical online service can be started from home. The person interested in it needs to have a computer, telephone, helpline, voice script software and an internet for operating medical transcription.

World Wide Web (www) :

A vast quantum of current data is available on World Wide Web. One of the most important online learning centre with power web is www dot mhhe dot com which provides current information on environmental science.

Other important websites of organisations and publications in the field of environment are:

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Home — Essay Samples — Information Science and Technology — Technology in Education — The Role of Information Technology

The Role of Information Technology

• Categories: E-Learning Information Technology Technology in Education

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Words: 651 |

Published: Dec 5, 2018

Words: 651 | Page: 1 | 4 min read

What Is It?

Evolution of information technology in higher education.

• Access. What used to be based written grade books have become online spread sheet and websites that allow students to view up coursework.
• Communication. Modern Mobile devices have come along with Email feature that shortens response time.
• Online Courses. There are colleges which provide online courses that provide easier option for working college. Lecture notes and videos are ported online.
• Pubmeds and Google are one of the most used tools for information, journals and articles can be seen online
• Telecommunication and Telemedicine. For medical student it is now easier to discuss particular core with all around globe.

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• School Education /

Essay on Information Technology in 400 Words

• Updated on  
• Dec 2, 2023

Essay on Information Technology: Information Technology is the study of computer systems and telecommunications for storing, retrieving, and transmitting information using the Internet. Today, we rely on information technology to collect and transfer data from and on the internet. Say goodbye to the conventional lifestyle and hello to the realm of augmented reality (AR) and virtual reality (VR).

Check out all the latest updates on all board exams 2024

Also Read: Essay on Internet

Scientific discoveries have given birth to Information Technology (IT), which has revolutionized our way of living. Sudden developments in technology have given a boost to IT growth, which has changed the entire world. Students are taught online using smartboards, virtual meetings are conducted between countries to enhance diplomatic ties, online surveys are done to spread social awareness, e-commerce platforms are used for online shopping, etc.

Information Technology has made sharing and collecting information at our fingertips easier. We can learn new things with just a click. IT tools have enhanced global communication, through which we can foster economic cooperation and innovation. Almost every business in the world relies on Information Technology for growth and development. The addiction to information technology is thriving throughout the world.

Also Read: Essay on 5G Technology

• Everyday activities like texting, calling, and video chatting have made communication more efficient.
• E-commerce platforms like Amazon and Flipkart have become a source of online shopping.
• E-learning platforms have made education more accessible.
• The global economy has significantly improved.
• The healthcare sector has revolutionized with the introduction of Electronic Health Records (EHR) and telemedicine.
• Local businesses have expanded into global businesses. 
• Access to any information on the internet in real-time.

Also Read: Essay on Mobile Phone

Disadvantages

Apart from the above-mentioned advantages of Information Technology, there are some disadvantages also.

• Cybersecurity and data breaches are one of the most important issues.
• There is a digital divide in people having access to information technology.
• Our over-relying attitude towards the IT sector makes us vulnerable to technical glitches, system failures and cyber-attacks.
• Excessive use of electronic devices and exposure to screens contribute to health issues.
• Short lifecycles of electronic devices due to rapid changes in technological developments.
• Challenges like copyright infringement and intellectual property will rise because of ease in digital reproduction and distribution.
• Our traditional ways of entertainment have been transformed by online streaming platforms, where we can watch movies and play games online.

The modern world heavily relies on information technology. Indeed, it has fundamentally reshaped our way of living and working, but, we also need to strike a balance between its use and overuse. We must pay attention to the challenges it brings for a sustainable and equitable society.

Also Read: Essay on Technology

Paragraph on Information Technology

Also Read: Essay on Wonder of Science

Ans: Information technology is an indispensable part of our lives and has revolutionized the way we connect, work, and live. The IT sector involves the use of computers and electronic gadgets to store, transmit, and retrieve data. In recent year, there has been some rapid changes in the IT sector, which has transformed the world into a global village, where information can be exchanged in real-time across vast distances.

Ans: The IT sector is one of the fastest-growing sectors in the world. The IT sector includes IT services, e-commerce, the Internet, Software, and Hardware products. IT sector helps boost productivity and efficiency. Computer applications and digital systems have allowed people to perform multiple tasks at a faster rate. IT sector creates new opportunities for everyone; businesses, professionals, and consumers.

Ans: There are four basic concepts of the IT sector: Information security, business software development, computer technical support, and database and network management.

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Essays on role of information technology in environment and human health

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REALIZING THE PROMISE:

Leading up to the 75th anniversary of the UN General Assembly, this “Realizing the promise: How can education technology improve learning for all?” publication kicks off the Center for Universal Education’s first playbook in a series to help improve education around the world.

It is intended as an evidence-based tool for ministries of education, particularly in low- and middle-income countries, to adopt and more successfully invest in education technology.

While there is no single education initiative that will achieve the same results everywhere—as school systems differ in learners and educators, as well as in the availability and quality of materials and technologies—an important first step is understanding how technology is used given specific local contexts and needs.

The surveys in this playbook are designed to be adapted to collect this information from educators, learners, and school leaders and guide decisionmakers in expanding the use of technology.  

Introduction

While technology has disrupted most sectors of the economy and changed how we communicate, access information, work, and even play, its impact on schools, teaching, and learning has been much more limited. We believe that this limited impact is primarily due to technology being been used to replace analog tools, without much consideration given to playing to technology’s comparative advantages. These comparative advantages, relative to traditional “chalk-and-talk” classroom instruction, include helping to scale up standardized instruction, facilitate differentiated instruction, expand opportunities for practice, and increase student engagement. When schools use technology to enhance the work of educators and to improve the quality and quantity of educational content, learners will thrive.

Further, COVID-19 has laid bare that, in today’s environment where pandemics and the effects of climate change are likely to occur, schools cannot always provide in-person education—making the case for investing in education technology.

Here we argue for a simple yet surprisingly rare approach to education technology that seeks to:

• Understand the needs, infrastructure, and capacity of a school system—the diagnosis;
• Survey the best available evidence on interventions that match those conditions—the evidence; and
• Closely monitor the results of innovations before they are scaled up—the prognosis.

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To make ed tech work, set clear goals, review the evidence, and pilot before you scale

The framework.

Our approach builds on a simple yet intuitive theoretical framework created two decades ago by two of the most prominent education researchers in the United States, David K. Cohen and Deborah Loewenberg Ball. They argue that what matters most to improve learning is the interactions among educators and learners around educational materials. We believe that the failed school-improvement efforts in the U.S. that motivated Cohen and Ball’s framework resemble the ed-tech reforms in much of the developing world to date in the lack of clarity improving the interactions between educators, learners, and the educational material. We build on their framework by adding parents as key agents that mediate the relationships between learners and educators and the material (Figure 1).

Figure 1: The instructional core

Adapted from Cohen and Ball (1999)

As the figure above suggests, ed-tech interventions can affect the instructional core in a myriad of ways. Yet, just because technology can do something, it does not mean it should. School systems in developing countries differ along many dimensions and each system is likely to have different needs for ed-tech interventions, as well as different infrastructure and capacity to enact such interventions.

The diagnosis:

How can school systems assess their needs and preparedness.

A useful first step for any school system to determine whether it should invest in education technology is to diagnose its:

• Specific needs to improve student learning (e.g., raising the average level of achievement, remediating gaps among low performers, and challenging high performers to develop higher-order skills);
• Infrastructure to adopt technology-enabled solutions (e.g., electricity connection, availability of space and outlets, stock of computers, and Internet connectivity at school and at learners’ homes); and
• Capacity to integrate technology in the instructional process (e.g., learners’ and educators’ level of familiarity and comfort with hardware and software, their beliefs about the level of usefulness of technology for learning purposes, and their current uses of such technology).

Before engaging in any new data collection exercise, school systems should take full advantage of existing administrative data that could shed light on these three main questions. This could be in the form of internal evaluations but also international learner assessments, such as the Program for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), and/or the Progress in International Literacy Study (PIRLS), and the Teaching and Learning International Study (TALIS). But if school systems lack information on their preparedness for ed-tech reforms or if they seek to complement existing data with a richer set of indicators, we developed a set of surveys for learners, educators, and school leaders. Download the full report to see how we map out the main aspects covered by these surveys, in hopes of highlighting how they could be used to inform decisions around the adoption of ed-tech interventions.

The evidence:

How can school systems identify promising ed-tech interventions.

There is no single “ed-tech” initiative that will achieve the same results everywhere, simply because school systems differ in learners and educators, as well as in the availability and quality of materials and technologies. Instead, to realize the potential of education technology to accelerate student learning, decisionmakers should focus on four potential uses of technology that play to its comparative advantages and complement the work of educators to accelerate student learning (Figure 2). These comparative advantages include:

• Scaling up quality instruction, such as through prerecorded quality lessons.
• Facilitating differentiated instruction, through, for example, computer-adaptive learning and live one-on-one tutoring.
• Expanding opportunities to practice.
• Increasing learner engagement through videos and games.

Figure 2: Comparative advantages of technology

Here we review the evidence on ed-tech interventions from 37 studies in 20 countries*, organizing them by comparative advantage. It’s important to note that ours is not the only way to classify these interventions (e.g., video tutorials could be considered as a strategy to scale up instruction or increase learner engagement), but we believe it may be useful to highlight the needs that they could address and why technology is well positioned to do so.

When discussing specific studies, we report the magnitude of the effects of interventions using standard deviations (SDs). SDs are a widely used metric in research to express the effect of a program or policy with respect to a business-as-usual condition (e.g., test scores). There are several ways to make sense of them. One is to categorize the magnitude of the effects based on the results of impact evaluations. In developing countries, effects below 0.1 SDs are considered to be small, effects between 0.1 and 0.2 SDs are medium, and those above 0.2 SDs are large (for reviews that estimate the average effect of groups of interventions, called “meta analyses,” see e.g., Conn, 2017; Kremer, Brannen, & Glennerster, 2013; McEwan, 2014; Snilstveit et al., 2015; Evans & Yuan, 2020.)

*In surveying the evidence, we began by compiling studies from prior general and ed-tech specific evidence reviews that some of us have written and from ed-tech reviews conducted by others. Then, we tracked the studies cited by the ones we had previously read and reviewed those, as well. In identifying studies for inclusion, we focused on experimental and quasi-experimental evaluations of education technology interventions from pre-school to secondary school in low- and middle-income countries that were released between 2000 and 2020. We only included interventions that sought to improve student learning directly (i.e., students’ interaction with the material), as opposed to interventions that have impacted achievement indirectly, by reducing teacher absence or increasing parental engagement. This process yielded 37 studies in 20 countries (see the full list of studies in Appendix B).

Scaling up standardized instruction

One of the ways in which technology may improve the quality of education is through its capacity to deliver standardized quality content at scale. This feature of technology may be particularly useful in three types of settings: (a) those in “hard-to-staff” schools (i.e., schools that struggle to recruit educators with the requisite training and experience—typically, in rural and/or remote areas) (see, e.g., Urquiola & Vegas, 2005); (b) those in which many educators are frequently absent from school (e.g., Chaudhury, Hammer, Kremer, Muralidharan, & Rogers, 2006; Muralidharan, Das, Holla, & Mohpal, 2017); and/or (c) those in which educators have low levels of pedagogical and subject matter expertise (e.g., Bietenbeck, Piopiunik, & Wiederhold, 2018; Bold et al., 2017; Metzler & Woessmann, 2012; Santibañez, 2006) and do not have opportunities to observe and receive feedback (e.g., Bruns, Costa, & Cunha, 2018; Cilliers, Fleisch, Prinsloo, & Taylor, 2018). Technology could address this problem by: (a) disseminating lessons delivered by qualified educators to a large number of learners (e.g., through prerecorded or live lessons); (b) enabling distance education (e.g., for learners in remote areas and/or during periods of school closures); and (c) distributing hardware preloaded with educational materials.

Prerecorded lessons

Technology seems to be well placed to amplify the impact of effective educators by disseminating their lessons. Evidence on the impact of prerecorded lessons is encouraging, but not conclusive. Some initiatives that have used short instructional videos to complement regular instruction, in conjunction with other learning materials, have raised student learning on independent assessments. For example, Beg et al. (2020) evaluated an initiative in Punjab, Pakistan in which grade 8 classrooms received an intervention that included short videos to substitute live instruction, quizzes for learners to practice the material from every lesson, tablets for educators to learn the material and follow the lesson, and LED screens to project the videos onto a classroom screen. After six months, the intervention improved the performance of learners on independent tests of math and science by 0.19 and 0.24 SDs, respectively but had no discernible effect on the math and science section of Punjab’s high-stakes exams.

One study suggests that approaches that are far less technologically sophisticated can also improve learning outcomes—especially, if the business-as-usual instruction is of low quality. For example, Naslund-Hadley, Parker, and Hernandez-Agramonte (2014) evaluated a preschool math program in Cordillera, Paraguay that used audio segments and written materials four days per week for an hour per day during the school day. After five months, the intervention improved math scores by 0.16 SDs, narrowing gaps between low- and high-achieving learners, and between those with and without educators with formal training in early childhood education.

Yet, the integration of prerecorded material into regular instruction has not always been successful. For example, de Barros (2020) evaluated an intervention that combined instructional videos for math and science with infrastructure upgrades (e.g., two “smart” classrooms, two TVs, and two tablets), printed workbooks for students, and in-service training for educators of learners in grades 9 and 10 in Haryana, India (all materials were mapped onto the official curriculum). After 11 months, the intervention negatively impacted math achievement (by 0.08 SDs) and had no effect on science (with respect to business as usual classes). It reduced the share of lesson time that educators devoted to instruction and negatively impacted an index of instructional quality. Likewise, Seo (2017) evaluated several combinations of infrastructure (solar lights and TVs) and prerecorded videos (in English and/or bilingual) for grade 11 students in northern Tanzania and found that none of the variants improved student learning, even when the videos were used. The study reports effects from the infrastructure component across variants, but as others have noted (Muralidharan, Romero, & Wüthrich, 2019), this approach to estimating impact is problematic.

A very similar intervention delivered after school hours, however, had sizeable effects on learners’ basic skills. Chiplunkar, Dhar, and Nagesh (2020) evaluated an initiative in Chennai (the capital city of the state of Tamil Nadu, India) delivered by the same organization as above that combined short videos that explained key concepts in math and science with worksheets, facilitator-led instruction, small groups for peer-to-peer learning, and occasional career counseling and guidance for grade 9 students. These lessons took place after school for one hour, five times a week. After 10 months, it had large effects on learners’ achievement as measured by tests of basic skills in math and reading, but no effect on a standardized high-stakes test in grade 10 or socio-emotional skills (e.g., teamwork, decisionmaking, and communication).

Drawing general lessons from this body of research is challenging for at least two reasons. First, all of the studies above have evaluated the impact of prerecorded lessons combined with several other components (e.g., hardware, print materials, or other activities). Therefore, it is possible that the effects found are due to these additional components, rather than to the recordings themselves, or to the interaction between the two (see Muralidharan, 2017 for a discussion of the challenges of interpreting “bundled” interventions). Second, while these studies evaluate some type of prerecorded lessons, none examines the content of such lessons. Thus, it seems entirely plausible that the direction and magnitude of the effects depends largely on the quality of the recordings (e.g., the expertise of the educator recording it, the amount of preparation that went into planning the recording, and its alignment with best teaching practices).

These studies also raise three important questions worth exploring in future research. One of them is why none of the interventions discussed above had effects on high-stakes exams, even if their materials are typically mapped onto the official curriculum. It is possible that the official curricula are simply too challenging for learners in these settings, who are several grade levels behind expectations and who often need to reinforce basic skills (see Pritchett & Beatty, 2015). Another question is whether these interventions have long-term effects on teaching practices. It seems plausible that, if these interventions are deployed in contexts with low teaching quality, educators may learn something from watching the videos or listening to the recordings with learners. Yet another question is whether these interventions make it easier for schools to deliver instruction to learners whose native language is other than the official medium of instruction.

Distance education

Technology can also allow learners living in remote areas to access education. The evidence on these initiatives is encouraging. For example, Johnston and Ksoll (2017) evaluated a program that broadcasted live instruction via satellite to rural primary school students in the Volta and Greater Accra regions of Ghana. For this purpose, the program also equipped classrooms with the technology needed to connect to a studio in Accra, including solar panels, a satellite modem, a projector, a webcam, microphones, and a computer with interactive software. After two years, the intervention improved the numeracy scores of students in grades 2 through 4, and some foundational literacy tasks, but it had no effect on attendance or classroom time devoted to instruction, as captured by school visits. The authors interpreted these results as suggesting that the gains in achievement may be due to improving the quality of instruction that children received (as opposed to increased instructional time). Naik, Chitre, Bhalla, and Rajan (2019) evaluated a similar program in the Indian state of Karnataka and also found positive effects on learning outcomes, but it is not clear whether those effects are due to the program or due to differences in the groups of students they compared to estimate the impact of the initiative.

In one context (Mexico), this type of distance education had positive long-term effects. Navarro-Sola (2019) took advantage of the staggered rollout of the telesecundarias (i.e., middle schools with lessons broadcasted through satellite TV) in 1968 to estimate its impact. The policy had short-term effects on students’ enrollment in school: For every telesecundaria per 50 children, 10 students enrolled in middle school and two pursued further education. It also had a long-term influence on the educational and employment trajectory of its graduates. Each additional year of education induced by the policy increased average income by nearly 18 percent. This effect was attributable to more graduates entering the labor force and shifting from agriculture and the informal sector. Similarly, Fabregas (2019) leveraged a later expansion of this policy in 1993 and found that each additional telesecundaria per 1,000 adolescents led to an average increase of 0.2 years of education, and a decline in fertility for women, but no conclusive evidence of long-term effects on labor market outcomes.

It is crucial to interpret these results keeping in mind the settings where the interventions were implemented. As we mention above, part of the reason why they have proven effective is that the “counterfactual” conditions for learning (i.e., what would have happened to learners in the absence of such programs) was either to not have access to schooling or to be exposed to low-quality instruction. School systems interested in taking up similar interventions should assess the extent to which their learners (or parts of their learner population) find themselves in similar conditions to the subjects of the studies above. This illustrates the importance of assessing the needs of a system before reviewing the evidence.

Preloaded hardware

Technology also seems well positioned to disseminate educational materials. Specifically, hardware (e.g., desktop computers, laptops, or tablets) could also help deliver educational software (e.g., word processing, reference texts, and/or games). In theory, these materials could not only undergo a quality assurance review (e.g., by curriculum specialists and educators), but also draw on the interactions with learners for adjustments (e.g., identifying areas needing reinforcement) and enable interactions between learners and educators.

In practice, however, most initiatives that have provided learners with free computers, laptops, and netbooks do not leverage any of the opportunities mentioned above. Instead, they install a standard set of educational materials and hope that learners find them helpful enough to take them up on their own. Students rarely do so, and instead use the laptops for recreational purposes—often, to the detriment of their learning (see, e.g., Malamud & Pop-Eleches, 2011). In fact, free netbook initiatives have not only consistently failed to improve academic achievement in math or language (e.g., Cristia et al., 2017), but they have had no impact on learners’ general computer skills (e.g., Beuermann et al., 2015). Some of these initiatives have had small impacts on cognitive skills, but the mechanisms through which those effects occurred remains unclear.

To our knowledge, the only successful deployment of a free laptop initiative was one in which a team of researchers equipped the computers with remedial software. Mo et al. (2013) evaluated a version of the One Laptop per Child (OLPC) program for grade 3 students in migrant schools in Beijing, China in which the laptops were loaded with a remedial software mapped onto the national curriculum for math (similar to the software products that we discuss under “practice exercises” below). After nine months, the program improved math achievement by 0.17 SDs and computer skills by 0.33 SDs. If a school system decides to invest in free laptops, this study suggests that the quality of the software on the laptops is crucial.

To date, however, the evidence suggests that children do not learn more from interacting with laptops than they do from textbooks. For example, Bando, Gallego, Gertler, and Romero (2016) compared the effect of free laptop and textbook provision in 271 elementary schools in disadvantaged areas of Honduras. After seven months, students in grades 3 and 6 who had received the laptops performed on par with those who had received the textbooks in math and language. Further, even if textbooks essentially become obsolete at the end of each school year, whereas laptops can be reloaded with new materials for each year, the costs of laptop provision (not just the hardware, but also the technical assistance, Internet, and training associated with it) are not yet low enough to make them a more cost-effective way of delivering content to learners.

Evidence on the provision of tablets equipped with software is encouraging but limited. For example, de Hoop et al. (2020) evaluated a composite intervention for first grade students in Zambia’s Eastern Province that combined infrastructure (electricity via solar power), hardware (projectors and tablets), and educational materials (lesson plans for educators and interactive lessons for learners, both loaded onto the tablets and mapped onto the official Zambian curriculum). After 14 months, the intervention had improved student early-grade reading by 0.4 SDs, oral vocabulary scores by 0.25 SDs, and early-grade math by 0.22 SDs. It also improved students’ achievement by 0.16 on a locally developed assessment. The multifaceted nature of the program, however, makes it challenging to identify the components that are driving the positive effects. Pitchford (2015) evaluated an intervention that provided tablets equipped with educational “apps,” to be used for 30 minutes per day for two months to develop early math skills among students in grades 1 through 3 in Lilongwe, Malawi. The evaluation found positive impacts in math achievement, but the main study limitation is that it was conducted in a single school.

Facilitating differentiated instruction

Another way in which technology may improve educational outcomes is by facilitating the delivery of differentiated or individualized instruction. Most developing countries massively expanded access to schooling in recent decades by building new schools and making education more affordable, both by defraying direct costs, as well as compensating for opportunity costs (Duflo, 2001; World Bank, 2018). These initiatives have not only rapidly increased the number of learners enrolled in school, but have also increased the variability in learner’ preparation for schooling. Consequently, a large number of learners perform well below grade-based curricular expectations (see, e.g., Duflo, Dupas, & Kremer, 2011; Pritchett & Beatty, 2015). These learners are unlikely to get much from “one-size-fits-all” instruction, in which a single educator delivers instruction deemed appropriate for the middle (or top) of the achievement distribution (Banerjee & Duflo, 2011). Technology could potentially help these learners by providing them with: (a) instruction and opportunities for practice that adjust to the level and pace of preparation of each individual (known as “computer-adaptive learning” (CAL)); or (b) live, one-on-one tutoring.

Computer-adaptive learning

One of the main comparative advantages of technology is its ability to diagnose students’ initial learning levels and assign students to instruction and exercises of appropriate difficulty. No individual educator—no matter how talented—can be expected to provide individualized instruction to all learners in his/her class simultaneously . In this respect, technology is uniquely positioned to complement traditional teaching. This use of technology could help learners master basic skills and help them get more out of schooling.

Although many software products evaluated in recent years have been categorized as CAL, many rely on a relatively coarse level of differentiation at an initial stage (e.g., a diagnostic test) without further differentiation. We discuss these initiatives under the category of “increasing opportunities for practice” below. CAL initiatives complement an initial diagnostic with dynamic adaptation (i.e., at each response or set of responses from learners) to adjust both the initial level of difficulty and rate at which it increases or decreases, depending on whether learners’ responses are correct or incorrect.

Existing evidence on this specific type of programs is highly promising. Most famously, Banerjee et al. (2007) evaluated CAL software in Vadodara, in the Indian state of Gujarat, in which grade 4 students were offered two hours of shared computer time per week before and after school, during which they played games that involved solving math problems. The level of difficulty of such problems adjusted based on students’ answers. This program improved math achievement by 0.35 and 0.47 SDs after one and two years of implementation, respectively. Consistent with the promise of personalized learning, the software improved achievement for all students. In fact, one year after the end of the program, students assigned to the program still performed 0.1 SDs better than those assigned to a business as usual condition. More recently, Muralidharan, et al. (2019) evaluated a “blended learning” initiative in which students in grades 4 through 9 in Delhi, India received 45 minutes of interaction with CAL software for math and language, and 45 minutes of small group instruction before or after going to school. After only 4.5 months, the program improved achievement by 0.37 SDs in math and 0.23 SDs in Hindi. While all learners benefited from the program in absolute terms, the lowest performing learners benefited the most in relative terms, since they were learning very little in school.

We see two important limitations from this body of research. First, to our knowledge, none of these initiatives has been evaluated when implemented during the school day. Therefore, it is not possible to distinguish the effect of the adaptive software from that of additional instructional time. Second, given that most of these programs were facilitated by local instructors, attempts to distinguish the effect of the software from that of the instructors has been mostly based on noncausal evidence. A frontier challenge in this body of research is to understand whether CAL software can increase the effectiveness of school-based instruction by substituting part of the regularly scheduled time for math and language instruction.

Live one-on-one tutoring

Recent improvements in the speed and quality of videoconferencing, as well as in the connectivity of remote areas, have enabled yet another way in which technology can help personalization: live (i.e., real-time) one-on-one tutoring. While the evidence on in-person tutoring is scarce in developing countries, existing studies suggest that this approach works best when it is used to personalize instruction (see, e.g., Banerjee et al., 2007; Banerji, Berry, & Shotland, 2015; Cabezas, Cuesta, & Gallego, 2011).

There are almost no studies on the impact of online tutoring—possibly, due to the lack of hardware and Internet connectivity in low- and middle-income countries. One exception is Chemin and Oledan (2020)’s recent evaluation of an online tutoring program for grade 6 students in Kianyaga, Kenya to learn English from volunteers from a Canadian university via Skype ( videoconferencing software) for one hour per week after school. After 10 months, program beneficiaries performed 0.22 SDs better in a test of oral comprehension, improved their comfort using technology for learning, and became more willing to engage in cross-cultural communication. Importantly, while the tutoring sessions used the official English textbooks and sought in part to help learners with their homework, tutors were trained on several strategies to teach to each learner’s individual level of preparation, focusing on basic skills if necessary. To our knowledge, similar initiatives within a country have not yet been rigorously evaluated.

Expanding opportunities for practice

A third way in which technology may improve the quality of education is by providing learners with additional opportunities for practice. In many developing countries, lesson time is primarily devoted to lectures, in which the educator explains the topic and the learners passively copy explanations from the blackboard. This setup leaves little time for in-class practice. Consequently, learners who did not understand the explanation of the material during lecture struggle when they have to solve homework assignments on their own. Technology could potentially address this problem by allowing learners to review topics at their own pace.

Practice exercises

Technology can help learners get more out of traditional instruction by providing them with opportunities to implement what they learn in class. This approach could, in theory, allow some learners to anchor their understanding of the material through trial and error (i.e., by realizing what they may not have understood correctly during lecture and by getting better acquainted with special cases not covered in-depth in class).

Existing evidence on practice exercises reflects both the promise and the limitations of this use of technology in developing countries. For example, Lai et al. (2013) evaluated a program in Shaanxi, China where students in grades 3 and 5 were required to attend two 40-minute remedial sessions per week in which they first watched videos that reviewed the material that had been introduced in their math lessons that week and then played games to practice the skills introduced in the video. After four months, the intervention improved math achievement by 0.12 SDs. Many other evaluations of comparable interventions have found similar small-to-moderate results (see, e.g., Lai, Luo, Zhang, Huang, & Rozelle, 2015; Lai et al., 2012; Mo et al., 2015; Pitchford, 2015). These effects, however, have been consistently smaller than those of initiatives that adjust the difficulty of the material based on students’ performance (e.g., Banerjee et al., 2007; Muralidharan, et al., 2019). We hypothesize that these programs do little for learners who perform several grade levels behind curricular expectations, and who would benefit more from a review of foundational concepts from earlier grades.

We see two important limitations from this research. First, most initiatives that have been evaluated thus far combine instructional videos with practice exercises, so it is hard to know whether their effects are driven by the former or the latter. In fact, the program in China described above allowed learners to ask their peers whenever they did not understand a difficult concept, so it potentially also captured the effect of peer-to-peer collaboration. To our knowledge, no studies have addressed this gap in the evidence.

Second, most of these programs are implemented before or after school, so we cannot distinguish the effect of additional instructional time from that of the actual opportunity for practice. The importance of this question was first highlighted by Linden (2008), who compared two delivery mechanisms for game-based remedial math software for students in grades 2 and 3 in a network of schools run by a nonprofit organization in Gujarat, India: one in which students interacted with the software during the school day and another one in which students interacted with the software before or after school (in both cases, for three hours per day). After a year, the first version of the program had negatively impacted students’ math achievement by 0.57 SDs and the second one had a null effect. This study suggested that computer-assisted learning is a poor substitute for regular instruction when it is of high quality, as was the case in this well-functioning private network of schools.

In recent years, several studies have sought to remedy this shortcoming. Mo et al. (2014) were among the first to evaluate practice exercises delivered during the school day. They evaluated an initiative in Shaanxi, China in which students in grades 3 and 5 were required to interact with the software similar to the one in Lai et al. (2013) for two 40-minute sessions per week. The main limitation of this study, however, is that the program was delivered during regularly scheduled computer lessons, so it could not determine the impact of substituting regular math instruction. Similarly, Mo et al. (2020) evaluated a self-paced and a teacher-directed version of a similar program for English for grade 5 students in Qinghai, China. Yet, the key shortcoming of this study is that the teacher-directed version added several components that may also influence achievement, such as increased opportunities for teachers to provide students with personalized assistance when they struggled with the material. Ma, Fairlie, Loyalka, and Rozelle (2020) compared the effectiveness of additional time-delivered remedial instruction for students in grades 4 to 6 in Shaanxi, China through either computer-assisted software or using workbooks. This study indicates whether additional instructional time is more effective when using technology, but it does not address the question of whether school systems may improve the productivity of instructional time during the school day by substituting educator-led with computer-assisted instruction.

Increasing learner engagement

Another way in which technology may improve education is by increasing learners’ engagement with the material. In many school systems, regular “chalk and talk” instruction prioritizes time for educators’ exposition over opportunities for learners to ask clarifying questions and/or contribute to class discussions. This, combined with the fact that many developing-country classrooms include a very large number of learners (see, e.g., Angrist & Lavy, 1999; Duflo, Dupas, & Kremer, 2015), may partially explain why the majority of those students are several grade levels behind curricular expectations (e.g., Muralidharan, et al., 2019; Muralidharan & Zieleniak, 2014; Pritchett & Beatty, 2015). Technology could potentially address these challenges by: (a) using video tutorials for self-paced learning and (b) presenting exercises as games and/or gamifying practice.

Video tutorials

Technology can potentially increase learner effort and understanding of the material by finding new and more engaging ways to deliver it. Video tutorials designed for self-paced learning—as opposed to videos for whole class instruction, which we discuss under the category of “prerecorded lessons” above—can increase learner effort in multiple ways, including: allowing learners to focus on topics with which they need more help, letting them correct errors and misconceptions on their own, and making the material appealing through visual aids. They can increase understanding by breaking the material into smaller units and tackling common misconceptions.

In spite of the popularity of instructional videos, there is relatively little evidence on their effectiveness. Yet, two recent evaluations of different versions of the Khan Academy portal, which mainly relies on instructional videos, offer some insight into their impact. First, Ferman, Finamor, and Lima (2019) evaluated an initiative in 157 public primary and middle schools in five cities in Brazil in which the teachers of students in grades 5 and 9 were taken to the computer lab to learn math from the platform for 50 minutes per week. The authors found that, while the intervention slightly improved learners’ attitudes toward math, these changes did not translate into better performance in this subject. The authors hypothesized that this could be due to the reduction of teacher-led math instruction.

More recently, Büchel, Jakob, Kühnhanss, Steffen, and Brunetti (2020) evaluated an after-school, offline delivery of the Khan Academy portal in grades 3 through 6 in 302 primary schools in Morazán, El Salvador. Students in this study received 90 minutes per week of additional math instruction (effectively nearly doubling total math instruction per week) through teacher-led regular lessons, teacher-assisted Khan Academy lessons, or similar lessons assisted by technical supervisors with no content expertise. (Importantly, the first group provided differentiated instruction, which is not the norm in Salvadorian schools). All three groups outperformed both schools without any additional lessons and classrooms without additional lessons in the same schools as the program. The teacher-assisted Khan Academy lessons performed 0.24 SDs better, the supervisor-led lessons 0.22 SDs better, and the teacher-led regular lessons 0.15 SDs better, but the authors could not determine whether the effects across versions were different.

Together, these studies suggest that instructional videos work best when provided as a complement to, rather than as a substitute for, regular instruction. Yet, the main limitation of these studies is the multifaceted nature of the Khan Academy portal, which also includes other components found to positively improve learner achievement, such as differentiated instruction by students’ learning levels. While the software does not provide the type of personalization discussed above, learners are asked to take a placement test and, based on their score, educators assign them different work. Therefore, it is not clear from these studies whether the effects from Khan Academy are driven by its instructional videos or to the software’s ability to provide differentiated activities when combined with placement tests.

Games and gamification

Technology can also increase learner engagement by presenting exercises as games and/or by encouraging learner to play and compete with others (e.g., using leaderboards and rewards)—an approach known as “gamification.” Both approaches can increase learner motivation and effort by presenting learners with entertaining opportunities for practice and by leveraging peers as commitment devices.

There are very few studies on the effects of games and gamification in low- and middle-income countries. Recently, Araya, Arias Ortiz, Bottan, and Cristia (2019) evaluated an initiative in which grade 4 students in Santiago, Chile were required to participate in two 90-minute sessions per week during the school day with instructional math software featuring individual and group competitions (e.g., tracking each learner’s standing in his/her class and tournaments between sections). After nine months, the program led to improvements of 0.27 SDs in the national student assessment in math (it had no spillover effects on reading). However, it had mixed effects on non-academic outcomes. Specifically, the program increased learners’ willingness to use computers to learn math, but, at the same time, increased their anxiety toward math and negatively impacted learners’ willingness to collaborate with peers. Finally, given that one of the weekly sessions replaced regular math instruction and the other one represented additional math instructional time, it is not clear whether the academic effects of the program are driven by the software or the additional time devoted to learning math.

The prognosis:

How can school systems adopt interventions that match their needs.

Here are five specific and sequential guidelines for decisionmakers to realize the potential of education technology to accelerate student learning.

1. Take stock of how your current schools, educators, and learners are engaging with technology .

Carry out a short in-school survey to understand the current practices and potential barriers to adoption of technology (we have included suggested survey instruments in the Appendices); use this information in your decisionmaking process. For example, we learned from conversations with current and former ministers of education from various developing regions that a common limitation to technology use is regulations that hold school leaders accountable for damages to or losses of devices. Another common barrier is lack of access to electricity and Internet, or even the availability of sufficient outlets for charging devices in classrooms. Understanding basic infrastructure and regulatory limitations to the use of education technology is a first necessary step. But addressing these limitations will not guarantee that introducing or expanding technology use will accelerate learning. The next steps are thus necessary.

“In Africa, the biggest limit is connectivity. Fiber is expensive, and we don’t have it everywhere. The continent is creating a digital divide between cities, where there is fiber, and the rural areas.  The [Ghanaian] administration put in schools offline/online technologies with books, assessment tools, and open source materials. In deploying this, we are finding that again, teachers are unfamiliar with it. And existing policies prohibit students to bring their own tablets or cell phones. The easiest way to do it would have been to let everyone bring their own device. But policies are against it.” H.E. Matthew Prempeh, Minister of Education of Ghana, on the need to understand the local context.

2. Consider how the introduction of technology may affect the interactions among learners, educators, and content .

Our review of the evidence indicates that technology may accelerate student learning when it is used to scale up access to quality content, facilitate differentiated instruction, increase opportunities for practice, or when it increases learner engagement. For example, will adding electronic whiteboards to classrooms facilitate access to more quality content or differentiated instruction? Or will these expensive boards be used in the same way as the old chalkboards? Will providing one device (laptop or tablet) to each learner facilitate access to more and better content, or offer students more opportunities to practice and learn? Solely introducing technology in classrooms without additional changes is unlikely to lead to improved learning and may be quite costly. If you cannot clearly identify how the interactions among the three key components of the instructional core (educators, learners, and content) may change after the introduction of technology, then it is probably not a good idea to make the investment. See Appendix A for guidance on the types of questions to ask.

3. Once decisionmakers have a clear idea of how education technology can help accelerate student learning in a specific context, it is important to define clear objectives and goals and establish ways to regularly assess progress and make course corrections in a timely manner .

For instance, is the education technology expected to ensure that learners in early grades excel in foundational skills—basic literacy and numeracy—by age 10? If so, will the technology provide quality reading and math materials, ample opportunities to practice, and engaging materials such as videos or games? Will educators be empowered to use these materials in new ways? And how will progress be measured and adjusted?

4. How this kind of reform is approached can matter immensely for its success.

It is easy to nod to issues of “implementation,” but that needs to be more than rhetorical. Keep in mind that good use of education technology requires thinking about how it will affect learners, educators, and parents. After all, giving learners digital devices will make no difference if they get broken, are stolen, or go unused. Classroom technologies only matter if educators feel comfortable putting them to work. Since good technology is generally about complementing or amplifying what educators and learners already do, it is almost always a mistake to mandate programs from on high. It is vital that technology be adopted with the input of educators and families and with attention to how it will be used. If technology goes unused or if educators use it ineffectually, the results will disappoint—no matter the virtuosity of the technology. Indeed, unused education technology can be an unnecessary expenditure for cash-strapped education systems. This is why surveying context, listening to voices in the field, examining how technology is used, and planning for course correction is essential.

5. It is essential to communicate with a range of stakeholders, including educators, school leaders, parents, and learners .

Technology can feel alien in schools, confuse parents and (especially) older educators, or become an alluring distraction. Good communication can help address all of these risks. Taking care to listen to educators and families can help ensure that programs are informed by their needs and concerns. At the same time, deliberately and consistently explaining what technology is and is not supposed to do, how it can be most effectively used, and the ways in which it can make it more likely that programs work as intended. For instance, if teachers fear that technology is intended to reduce the need for educators, they will tend to be hostile; if they believe that it is intended to assist them in their work, they will be more receptive. Absent effective communication, it is easy for programs to “fail” not because of the technology but because of how it was used. In short, past experience in rolling out education programs indicates that it is as important to have a strong intervention design as it is to have a solid plan to socialize it among stakeholders.

Beyond reopening: A leapfrog moment to transform education?

On September 14, the Center for Universal Education (CUE) will host a webinar to discuss strategies, including around the effective use of education technology, for ensuring resilient schools in the long term and to launch a new education technology playbook “Realizing the promise: How can education technology improve learning for all?”

file-pdf Full Playbook – Realizing the promise: How can education technology improve learning for all? file-pdf References file-pdf Appendix A – Instruments to assess availability and use of technology file-pdf Appendix B – List of reviewed studies file-pdf Appendix C – How may technology affect interactions among students, teachers, and content?

About the Authors

Alejandro j. ganimian, emiliana vegas, frederick m. hess.

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What is the role of information technology in the environment and human health?

It facilitates health care providers to collect, store, retrieve and transfer information electronically. information technology presents numerous opportunities for improving and transforming healthcare which includes; reducing human errors, improving clinical outcomes, facilitating care coordination, improving practice efficiencies, and tracking data over time. similarly information technology helps in storing huge amounts of data captured while studying weather and climate, it helps researchers in analysing the data and to carry out research in the field of environment..

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How Technology Affects Our Lives – Essay

Do you wish to explore the use of information technology in daily life? Essays like the one below discuss this topic in depth. Read on to find out more.

Introduction

Technology in communication, technology in healthcare, technology in government, technology in education, technology in business, negative impact of technology.

Technology is a vital component of life in the modern world. People are so dependent on technology that they cannot live without it. Technology is important and useful in all areas of human life today. It has made life easy and comfortable by making communication and transport faster and easier (Harrington, 2011, p.35).

It has made education accessible to all and has improved healthcare services. Technology has made the world smaller and a better place to live. Without technology, fulfilling human needs would be a difficult task. Before the advent of technology, human beings were still fulfilling their needs. However, with technology, fulfillment of needs has become easier and faster.

It is unimaginable how life would be without technology. Technology is useful in the following areas: transport, communication, interaction, education, healthcare, and business (Harrington, 2011, p.35). Despite its benefits, technology has negative impacts on society. Examples of negative impacts of technology include the development of controversial medical practices such as stem cell research and the embracement of solitude due to changes in interaction methods. For example, social media has changed the way people interact.

Technology has led to the introduction of cloning, which is highly controversial because of its ethical and moral implications. The growth of technology has changed the world significantly and has influenced life in a great way. Technology is changing every day and continuing to influence areas of communication, healthcare, governance, education, and business.

Technology has contributed fundamentally in improving people’s lifestyles. It has improved communication by incorporating the Internet and devices such as mobile phones into people’s lives. The first technological invention to have an impact on communication was the discovery of the telephone by Graham Bell in 1875.

Since then, other inventions such as the Internet and the mobile phone have made communication faster and easier. For example, the Internet has improved ways through which people exchange views, opinions, and ideas through online discussions (Harrington, 2011, p.38). Unlike in the past when people who were in different geographical regions could not easily communicate, technology has eradicated that communication barrier. People in different geographical regions can send and receive messages within seconds.

Online discussions have made it easy for people to keep in touch. In addition, they have made socializing easy. Through online discussions, people find better solutions to problems by exchanging opinions and ideas (Harrington, 2011, p.39). Examples of technological inventions that facilitate online discussions include emails, online forums, dating websites, and social media sites.

Another technological invention that changed communication was the mobile phone. In the past, people relied on letters to send messages to people who were far away. Mobile phones have made communication efficient and reliable. They facilitate both local and international communication.

In addition, they enable people to respond to emergencies and other situations that require quick responses. Other uses of cell phones include the transfer of data through applications such as infrared and Bluetooth, entertainment, and their use as miniature personal computers (Harrington, 2011, p.40).

The latest versions of mobile phones are fitted with applications that enable them to access the Internet. This provides loads of information in diverse fields for mobile phone users. For business owners, mobile phones enhance the efficiency of their business operations because they are able to keep in touch with their employees and suppliers (Harrington, 2011, p.41). In addition, they are able to receive any information about the progress of their business in a short period of time.

Technology has contributed significantly to the healthcare sector. For example, it has made vital contributions in the fields of disease prevention and health promotion. Technology has aided in the understanding of the pathophysiology of diseases, which has led to the prevention of many diseases. For example, understanding the pathophysiology of the gastrointestinal tract and blood diseases has aided in their effective management (Harrington, 2011, p.49).

Technology has enabled practitioners in the medical field to make discoveries that have changed the healthcare sector. These include the discovery that peptic ulceration is caused by a bacterial infection and the development of drugs to treat schizophrenia and depressive disorders that afflict a greater portion of the population (Harrington, 2011, p.53). The development of vaccines against polio and measles led to their total eradication.

Children who are vaccinated against these diseases are not at risk of contracting the diseases. The development of vaccines was facilitated by technology, without which certain diseases would still be causing deaths in great numbers. Vaccines play a significant role in disease prevention.

Technology is used in health promotion in different ways. First, health practitioners use various technological methods to improve health care. eHealth refers to the use of information technology to improve healthcare by providing information on the Internet to people. In this field, technology is used in three main ways.

These include its use as an intervention tool, its use in conducting research studies, and its use for professional development (Lintonen et al, 2008, p. 560). According to Lintonenet al (2008), “e-health is the use of emerging information and communications technology, especially the internet, to improve or enable health and healthcare.” (p.560). It is largely used to support health care interventions that are mainly directed towards individual persons. Secondly, it is used to improve the well-being of patients during recovery.

Bedside technology has contributed significantly in helping patients recover. For example, medical professionals have started using the Xbox computer technology to develop a revolutionary process that measures limb movements in stroke patients (Tanja-Dijkstra, 2011, p.48). This helps them recover their manual competencies. The main aim of this technology is to help stroke patients do more exercises to increase their recovery rate and reduce the frequency of visits to the hospital (Lintonen et al, 2008, p. 560).

The government has utilized technology in two main areas. These include the facilitation of the delivery of citizen services and the improvement of defense and national security (Scholl, 2010, p.62). The government is spending large sums of money on wireless technologies, mobile gadgets, and technological applications. This is in an effort to improve their operations and ensure that the needs of citizens are fulfilled.

For example, in order to enhance safety and improve service delivery, Cisco developed a networking approach known as Connected Communities. This networking system connects citizens with the government and the community. The system was developed to improve the safety and security of citizens, improve service delivery by the government, empower citizens, and encourage economic development.

The government uses technology to provide information and services to citizens. This encourages economic development and fosters social inclusion (Scholl, 2010, p.62). Technology is also useful in improving national security and the safety of citizens. It integrates several wireless technologies and applications that make it easy for security agencies to access and share important information effectively. Technology is widely used by security agencies to reduce vulnerability to terrorism.

Technologically advanced gadgets are used in airports, hospitals, shopping malls, and public buildings to screen people for explosives and potentially dangerous materials or gadgets that may compromise the safety of citizens (Bonvillian and Sharp, 2001, par2). In addition, security agencies use surveillance systems to restrict access to certain areas. They also use technologically advanced screening and tracking methods to improve security in places that are prone to terrorist attacks (Bonvillian and Sharp, 2001, par3).

Technology has made significant contributions in the education sector. It is used to enhance teaching and learning through the use of different technological methods and resources. These include classrooms with digital tools such as computers that facilitate learning, online learning schools, blended learning, and a wide variety of online learning resources (Barnett, 1997, p.74). Digital learning tools that are used in classrooms facilitate learning in different ways. They expand the scope of learning materials and experiences for students, improve student participation in learning, make learning easier and quick, and reduce the cost of education (Barnett, 1997, p.75). For example, online schools and free learning materials reduce the costs that are incurred in purchasing learning materials. They are readily available online. In addition, they reduce the expenses that are incurred in program delivery.

Technology has improved the process of teaching by introducing new methods that facilitate connected teaching. These methods virtually connect teachers to their students. Teachers are able to provide learning materials and the course content to students effectively. In addition, teachers are able to give students an opportunity to personalize learning and access all learning materials that they provide. Technology enables teachers to serve the academic needs of different students.

In addition, it enhances learning because the problem of distance is eradicated, and students can contact their teachers easily (Barnett, 1997, p.76). Technology plays a significant role in changing how teachers teach. It enables educators to evaluate the learning abilities of different students in order to devise teaching methods that are most efficient in the achievement of learning objectives.

Through technology, teachers are able to relate well with their students, and they are able to help and guide them. Educators assume the role of coaches, advisors, and experts in their areas of teaching. Technology helps make teaching and learning enjoyable and gives it meaning that goes beyond the traditional classroom set-up system (Barnett, 1997, p.81).

Technology is used in the business world to improve efficiency and increase productivity. Most important, technology is used as a tool to foster innovation and creativity (Ray, 2004, p.62). Other benefits of technology to businesses include the reduction of injury risk to employees and improved competitiveness in the markets. For example, many manufacturing businesses use automated systems instead of manual systems. These systems eliminate the costs of hiring employees to oversee manufacturing processes.

They also increase productivity and improve the accuracy of the processes because of the reduction of errors (Ray, 2004, p.63). Technology improves productivity due to Computer-aided Manufacturing (CAM), Computer-integrated Manufacturing (CIM), and Computer-aided Design (CAD). CAM reduces labor costs, increases the speed of production, and ensures a higher level of accuracy (Hunt, 2008, p.44). CIM reduces labor costs, while CAD improves the quality and standards of products and reduces the cost of production.

Another example of the use of technology in improving productivity and output is the use of database systems to store data and information. Many businesses store their data and other information in database systems that make accessibility of information fast, easy, and reliable (Pages, 2010, p.44).

Technology has changed how international business is conducted. With the advent of e-commerce, businesses became able to trade through the Internet on the international market (Ray, 2004, p.69). This means that there is a large market for products and services. In addition, it implies that most markets are open 24 hours a day.

For example, customers can shop for books or music on Amazon.com at any time of the day. E-commerce has given businesses the opportunity to expand and operate internationally. Countries such as China and Brazil are taking advantage of opportunities presented by technology to grow their economy.

E-commerce reduces the complexities involved in conducting international trade (Ray, 2004, p.71). Its many components make international trade easy and fast. For example, a BOES system allows merchants to execute trade transactions in any language or currency, monitor all steps involved in transactions, and calculate all costs involved, such as taxes and freight costs (Yates, 2006, p.426).

Financial researchers claim that a BOES system is capable of reducing the cost of an international transaction by approximately 30% (Ray, 2004, p.74). BOES enables businesses to import and export different products through the Internet. This system of trade is efficient and creates a fair environment in which small and medium-sized companies can compete with large companies that dominate the market.

Despite its many benefits, technology has negative impacts. It has negative impacts on society because it affects communication and has changed the way people view social life. First, people have become more anti-social because of changes in methods of socializing (Harrington, 2008, p.103). Today, one does not need to interact physically with another person in order to establish a relationship.

The Internet is awash with dating sites that are full of people looking for partners and friends. The ease of forming friendships and relationships through the Internet has discouraged many people from engaging in traditional socializing activities. Secondly, technology has affected the economic statuses of many families because of high rates of unemployment. People lose jobs when organizations and businesses embrace technology (Harrington, 2008, p.105).

For example, many employees lose their jobs when manufacturing companies replace them with automated machines that are more efficient and cost-effective. Many families are struggling because of the lack of a constant stream of income. On the other hand, technology has led to the closure of certain companies because the world does not need their services. This is prompted by technological advancements.

For example, the invention of digital cameras forced Kodak to close down because people no longer needed analog cameras. Digital cameras replaced analog cameras because they are easy to use and efficient. Many people lost their jobs due to changes in technology. Thirdly, technology has made people lazy and unwilling to engage in strenuous activities (Harrington, 2008, p.113).

For example, video games have replaced physical activities that are vital in improving the health of young people. Children spend a lot of time watching television and playing video games such that they have little or no time for physical activities. This has encouraged the proliferation of unhealthy eating habits that lead to conditions such as diabetes.

Technology has elicited heated debates in the healthcare sector. Technology has led to medical practices such as stem cell research, implant embryos, and assisted reproduction. Even though these practices have been proven viable, they are highly criticized on the grounds of their moral implications on society.

There are many controversial medical technologies, such as gene therapy, pharmacogenomics, and stem cell research (Hunt, 2008, p.113). The use of genetic research in finding new cures for diseases is imperative and laudable. However, the medical implications of these disease treatment methods and the ethical and moral issues associated with the treatment methods are critical. Gene therapy is mostly rejected by religious people.

They claim that it is against natural law to alter the gene composition of a person in any way (Hunt, 2008, p.114). The use of embryonic stem cells in research is highly controversial, unlike the use of adult stem cells. The controversy exists because of the source of the stem cells. The cells are obtained from embryos. There is a belief among many people that life starts after conception.

Therefore, using embryos in research means killing them to obtain their cells for research. The use of embryo cells in research is considered in the same light as abortion: eliminating a life (Hunt, 2008, p.119). These issues have led to disagreements between the science and the religious worlds.

Technology is a vital component of life in the modern world. People are so dependent on technology that they cannot live without it. Technology is important and useful in all areas of human life today.

It has made life easy and comfortable by making communication faster and travel faster, making movements between places easier, making actions quick, and easing interactions. Technology is useful in the following areas of life: transport, communication, interaction, education, healthcare, and business. Despite its benefits, technology has negative impacts on society.

Technology has eased communication and transport. The discovery of the telephone and the later invention of the mobile phone changed the face of communication entirely. People in different geographical regions can communicate easily and in record time. In the field of health care, technology has made significant contributions in disease prevention and health promotion. The development of vaccines has eradicated certain diseases, and the use of the Internet is vital in promoting health and health care.

The government uses technology to enhance the delivery of services to citizens and the improvement of defense and security. In the education sector, teaching and learning processes have undergone significant changes owing to the impact of technology. Teachers are able to relate to different types of learners, and the learners have access to various resources and learning materials. Businesses benefit from technology through the reduction of costs and increased efficiency of business operations.

Despite the benefits, technology has certain disadvantages. It has negatively affected human interactions and socialization and has led to widespread unemployment. In addition, its application in the healthcare sector has elicited controversies due to certain medical practices such as stem cell research and gene therapy. Technology is very important and has made life easier and more comfortable than it was in the past.

Barnett, L. (1997). Using Technology in Teaching and Learning . New York: Routledge.

Bonvillian, W., and Sharp, K. (2011). Homeland Security Technology . Retrieved from https://issues.org/bonvillian/ .

Harrington, J. (2011). Technology and Society . New York: Jones & Bartlett Publishers.

Hunt, S. (2008). Controversies in Treatment Approaches: Gene Therapy, IVF, Stem Cells and Pharmagenomics. Nature Education , 19(1), 112-134.

Lintonen, P., Konu, A., and Seedhouse, D. (2008). Information Technology in Health Promotion. Health Education Research , 23(3), 560-566.

Pages, J., Bikifalvi, A., and De Castro Vila, R. (2010). The Use and Impact of Technology in Factory Environments: Evidence from a Survey of Manufacturing Industry in Spain. International Journal of Advanced Manufacturing Technology , 47(1), 182-190.

Ray, R. (2004). Technology Solutions for Growing Businesses . New York: AMACOM Div American Management Association.

Scholl, H. (2010). E-government: Information, Technology and Transformation . New York: M.E. Sharpe.

Tanja-Dijkstra, K. (2011). The Impact of Bedside Technology on Patients’ Well-Being. Health Environments Research & Design Journal (HERD) , 5(1), 43-51.

Yates, J. (2006). How Business Enterprises use Technology: Extending the Demand-Side Turn. Enterprise and Society , 7(3), 422-425.

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Bibliography

IvyPanda . "How Technology Affects Our Lives – Essay." August 28, 2023. https://ivypanda.com/essays/technology-affecting-our-daily-life/.

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