A presentation at the University of Texas (Austin) 2016 African Conference.

1. Abayomi Ayodeji Adedokun

2. Introduction
 Technology advancement has brought tremendous
change to education and society.
 Bring Your Own Device (BYOD) is helping in most of
the school in America (Kiger & Herro, 2015).
 Human being cannot be
substituted for technology use.
 Many faculty members are still
doubting the important and
effectiveness of technology use
and integration (Kelm, 2011).

3. Introduction (Cont.)
 Using technology in a productive manner under the
teacher’s supervision nearly always fosters creativity
that helps students be in control of their studies
(Micheal, 2015).
 Technology is a tool that perform any command we
asked of it. (Productively or unproductively)

4. Background to the Study
 Despite the positive results gotten from technology
use, many people are still of opinion that technology
do more harm than good . Whereas, people are the
architect of their doom in technology use and
integration
 People’s perceptions about technology use have not
been encouraging in many African nations.
 Technology use has helped academic advancement in
so many ways in advanced countries,
which many of us are beneficiaries
of, and we have used technology to
produce positive results.
• Technology use has not fully considered.

5. Purpose of the Study
 To establish the effect of technology on education and
how technology influences society.
 Technology is made by human being and if not used
and guided properly, negative consequences can arise
(Martinez & McGrath, 2014).
 Proper use of technology
depends on parents, teachers,
and government efforts, which
directed toward its effective use
to produce desired results
(Adiat, Ahmad, & Ghazali, 2013).

6. Purpose of the Study (Cont.)

7. Schools’ and Teachers’ Roles in
Technology Use
 Teacher and technology are
collaborator in teaching and
learning.
 Using social media to facilitate learning
(Is the most readily available technology in Africa).
 The Pew Research Center reported in 2015 that the
population of social media users increases daily and
that those who dominate the trend were 18–29 years
old.
 The highest numbers of Facebook users live in Africa,
and Africa was ranked number three of all continents
that use the Internet (Internet World Stat, 2016).

8. Schools’ and Teachers’ Roles in Technology
Use (Cont.)
 To use learners’ area of interest as an avenue to reach
them academically.
 The essence of constructive learning is to move
teaching from teacher-based learning to student-
centered lesson (Topolovcan, Toplak, & Matijevic,
2013).
 Teachers need to have a basic understanding of using
and managing technology in the classroom
(Topolovcan et al., 2013), know how to monitor and
organize a lesson based on learners’ interests, and
understand individual needs, which will help students
use social media in a practical manner: to accomplish
learning goals.

9. Impact of Technology on Students
 Outcome of technology use and integration (social
media) varies depending on purpose of use (Kelm,
2011; Aghaee, 2010).
 Social media encourages collaboration and interaction
among users to achieve a desire goals (Kaplan and
Haenlein (2010).
 The restriction placed on using electronic devices
within the classroom setting would be unnecessary
(Green & Bailey, 2010; Kaplan & Haenlein, 2010; Kelm,
2011). If social media is going to be mode of teaching
and learning.

10. Impact of Technology on Students
(Cont.)
 It creates social environment among users.
 The level of use and reason for its use must identify
how it affects learning. In the educational arena,
collaboration enables individuals to work together on a
specific goal for a successful end.
 It gives room for quick feedback
 Using social media to achieve educational success
means social media integration into the teaching-
learning process produces positive result in achieving
desired educational goals.

11. Impact of Technology on Society
 Schmidt (2010) spoke of Google’s CEO’s announcement on
how frequently people upload video on YouTube. It was
reported that 35 hours of video are uploaded every minute.
 Chiang (2010) mentioned that Zynga’s Frontier Ville game
has hosted more than 650,000 same-sex marriages since
the game’s launch and believed that more than this
number has occurred in real life.
 The wrong simulation of a scenario can cause irreparable
damage to the users, which could eventually be
transmitted to society and become
an epidemic that would be difficult to easily
resolve.

12. Impact of Technology on Society
(Cont.)
 Aghaee (2010) mentioned that social media do
not encourage face-to-face interaction, which is
also part of a social life.
 Markus’s (1994) opinion, misinterpretation can happen
when there is no face-to-face talking; the cause of this
misinterpretation is that feeling, exchanges, gestures, eye
contact, and other vital body movements are lacking in
much of this social media.
 Despite all the vices mentioned regarding the technology
behind social media regarding its impact on society, the
fact is that African nations can use it positively

13. Impact of Technology on Society
(Cont.)
 Adaptation of social media to suit personal and
societal issues need to be our concern.
 Compared to the past when telecommunication
was a big problem, the use of technology has bridged
the gap of distance— connectivity will no longer be an
issue.
 The technology of social media has made world a
global village (Dixon, 2009).
 In addition, technology has helped in business,
banking, transportation, health care, entertainment,
and more.

14.  Technology has made learning more convenient and
accessible to those who cannot attend regular schools.
There are many free learning platforms where any
interested adult can equipped him or herself without
paying tuition.
This is clearly one positive
use of technology. There is
nothing positive you want
to learn in any
field or works of life that has
not been posted on YouTube.
Impact of Technology on Society
(Cont.)

15. Methodology and Instrumentation
Case study
Authenticate the efficacy of the social media use
 40 Senior School Students were randomly selected
 25 were used due to inability to follow the procedure
by others
 Facebook page was opened for the group
 Teaching and learning on “Role of Youth in Nation’s
Development lasted 8 weeks
 Online interaction like responding to question asked
and responding to other students 5 days in a week.

16. Methodology and Instrumentation (Cont.)
Participants Response
 The program helps them believe that they can do anything if
they put effort into it.
 They developed the ability to follow through the learning
process without losing focus.
 They were able to plan their time without missing other
academic and social activities.
 They learned to conduct research independently.
 They were able to navigate through many Web pages to complete
the assigned task.
 They received assurance that they could be creative in their
thinking and writing.
 They were able to know more than their span of knowledge and
understanding
 They were enabled to meet with other students from different
backgrounds with other ideas and beliefs

17. Methodology and Instrumentation
(Cont.)
The remaining 15% were categorized into two
subgroups: 9% dropped out during the activities, and
the remaining 6% preferred face-to-face teaching and
learning. The major take away from their feedback was
that they became distracted quickly and were not able
to focus on a specific tasks when they are navigating
social media.

18. Findings about the Ugly Part of
Technology Use
 Duggan (2015) reported the demographics of social media
users in the Pew Research Center that out of 76% of adult
internet user, 62% devoted their time to Facebook use.
This simply means that adults see Facebook as social
interaction platform that keeps them busy for
entertainment and socialization purposes. At the same
time, the population of Black people using social media
is now on the increase, especially between ages 18–29. For
Facebook user 82% of Black between ages of 18–19 was
recorded and 55% were Instagram users. Looking at this
rate, the ugly side of technology behind social media can
be traced to parents and teachers, although much of it is
due to a lack of parental guidance.

19. Findings about the Ugly Part of
Technology Use
 Many African countries’ governments are propagating
the use of technology and even buying some
technology gadgets for schools use while not
empowering the teachers on how to use or integrate
these for teaching learning process
 Schmitt (2015) revealed that funds are being wasted in
sub-Saharan Africa and that computers were
distributed to rural areas with the intention of
boosting e-learning, whereas people could not use
those technologies because there was no basic training
and incentive to attract trainers and the trainees.

20. Findings about the Ugly Part of
Technology Use
Government can reduce this problem by properly planning how
to use technology successful. Using technology is good, and at
the same time, knowing how to use it for proper results is the
chief factor.

21. Findings about the Ugly Part of
Technology Use (Cont.)

22. Findings about the Ugly Part of
Technology Use (Cont.)
Internet World Stats (2016) recorded in November 2015
that Africa was the third highest world user of the
Internet with 9.8 %, although this figure is far from that
of Asia and Europe that have 48.2% and 18%, respectively.
Moreover, the most visited website in Africa was
Facebook, in which Egypt took first position with 27
million visits on November 5, 2015, and second was taken
by Nigeria, with 15 million in the same day. These
statistics alone have proved that using the Internet and
other associated technologies is not an African problem
but using them for purposeful reasons is what is lacking.

23. Findings about the Ugly Part of
Technology Use (Cont.)
 The average user of social media, especially Facebook,
spent 1 hour 40 minutes daily (David, 2014; Davidson,
2015; Kings, 2015).
 Lee (2015) mentioned that 75% of Internet users were
very active in using social media all around the globe.
 there is a shifting process for social media in 2016,
when not all the known social media sites would be
relevant any longer.

25. Conclusion
 Davidson (2015) stated that social media swallowed
more user than did any other activity. This revealed
that much energy and focus have been diverted to
social media, and if such situation can be turned
around for purposeful things like academics and
research, it would benefit the user rather than impress
people about how many friends, followers, and likes
they have on these social media platforms.

26. Conclusion (Cont.)
 The inclusion of technology into academics in African
nations will help the continent achieve more than the
world now expects. The more African nations are
current in all these technological expertise the more
action plans on how to integrate technology
successfully can be materialized.
 If banking system, agricultural system, and other
industries are thriving via technology use, this should
not be an exception in the educational system.

27. ReferencesAdiat, T. B., Ahmad, A. C., & Ghazali, M. (2013). Attitude of parents- Teachers towards
the use of instructional technology in teaching numeracy to children with mild
intellectual disability: A case of penang Malaysia. IOSR Journal of Humanities and
Social Science (IOSR-JHSS), 7(2), 43–47.
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how using social media supports educational learning. Retrieved from
http://uu.diva-portal.org/smash/get/diva2:351931/FULLTEXT01.pdf
Chiang, O. (2010, November). Zynga: 320 million people have played our games. Forbes
Technology Blog. Retrieved from
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played-our-games/
David, D. (2014, August). Why are social media experiments considered an invasion of
privacy? Retrieved from http://www.mediapost.com/publications/article/
232169/why-are-social-media-experiments-considered-an-inv.html
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1610959/Is-your-daily-social-media-usage-higher-than-average.html
Dixon, V. K. (2009). Understanding the implications of a global village. Retrieved from
http://www.studentpulse.com/articles/61/understanding-the-implications-of-a-
global-village

28. References (Cont.)
Duggan, M. (2015). The demographics of social media users. Retrieved from
http://www.pewinternet.org/2015/08/19/the-demographics-of-social-media-
users/
Internet World Stats (2016). Africa Internet users November 2015. Retrieved from
http://www.internetworldstats.com/stats1.htm
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http://openmediart.com/log/pics/sdarticle.pdf.
Kelm, O. R. (2011). Social media: It’s what students do. Business Communication
Quarterly, 74(4), 505–520.
Kemp, S. (2016). We are social: Digital in 2016. Retrieved from
http://www.slideshare.net/hoovazqtank/we-are-social-digital-in-2016
Kiger, D., & Herro, D. (2015). Bring your own device: Parental guidance (PG)
suggested. TechTrends: Linking Research & Practice to Improve Learning, 59(5),
51–61.

29. References (Cont.)
King, D. L. (2015). Why use social media? Library Technology Reports, 51(1), 6–9.
Markus, M. L. (1994). Finding a happy medium: Explaining the negative effect of
electronic communication on social life at work. ACM Transactions on
Information Systems, 12(2), 119–149.
Micheal, (2015). Learning technologies and creativities in classroom. Retrieved
from https://www.goconqr.com/en/blog/learning-technologies-creativity-
classroom/
Schmidt, E. (2010, November). A conversation with Eric Schmidt, Web 2.0 summit.
Retrieved from
http://www,youtube.com/watch?v=AKOWK2dR4Dg&p=2737D508F656CCF8.
Topolovcan, T., Toplak, T., & Matijevic, M. (2013). Ownership and use of new media
by teacher in rural and urban areas of Croatia. Retrieved from
http://files.eric.ed.gov/fulltext/ED545362.pdf

30. WE CAN ALL
IMPROVE
THE

31. Thank You For
Listening

32. QUESTION
TIME