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How Communication Technology Affects Our Life

How Communication Technology Affects Our Life

 

 

Introduction

The past two decades have been characterised by significant development and adoption of different communication technologies (Cardon 2016). Thus, communication technology has led to remarkable transformation of different spheres of life. This research paper explores how communication technology affects our life. The analysis focuses on learning activities, social and work-life.

Learning activities  

Communication technology has had significant impact on learning activities.  Communication technology has greatly contributed to improvement in how learning activities are undertaken. The innovation of e-learning and online communication technologies has improved learning by enhancing accessibility to learning opportunities.  Additionally, these technologies have led to creation of an interactive learning environment (Aparicio, Bacao & Oliveira 2016).  Thus, the communication technologies have transformed the learning environment from being teacher-centred to student-centred. Subsequently, teachers are taking an active role in the learning process. For example, Martin (2015) opines that ‘the communication technologies have provided students an opportunity to take an active role in their own learning, for example by creating the videos and discussing and evaluating them’ (p.994). Past studies show that active learning plays an essential role in improving students’ performance (Martin 2014).  Therefore, communication technology has become a fundamental enabler of the learning process.  Additionally, Marshall and Notley (2014) assert that emerging communication technologies has also made the learning process more interactive hence improving the students’ comprehension.  According to Martin et al (2015), emerging communication technologies ‘has made students able to participate in an online reflective learning process that is supported by a social and collaborative platform’ ().  Development in mobile technologies has led to emergence of mobile learning, which has significantly enriched the learning process through integration of contextualised learning approaches (Khaddage, Muller & Flintoff 2016). The mobile learning technologies have made it easy for educational instructors to develop customised educational materials (Alina-Mahaela 2015).

Social life

Increased innovation with reference to communication technology has greatly impacted social life. Marshall and Notley (2014) affirms that the emerging networked communication technologies such as the internet and intranet technologies have become an integral component of social activity across and within different cultures. The consumption of these technologies has been enhanced by development and adoption of internet enabled technologies such as mobile devices and personal computers. Thus, communication technologies have contributed to social revolution (Marshall   & Notley 2014). One of the notable impacts of communication technology on social life relates to elimination of barriers to social interaction such as time and space.  Development of social networks sites (SNSs) such as Twitter, Facebook amongst others has greatly improved interaction between individuals of different demographic characteristics such as age (Tsai, Chang & Ho 2016).  This finding is well illustrated by the Technology Acceptance Model, which proposes that acceptance of different communication technologies  such as internet enabled personal computers and mobile devices has improved social interaction between the elderly and the younger generations (Tsai, Chang & Ho 2016).  Additionally, communication technology has further enhanced development of meaningful relationship by enhancing sharing of videos, photos, music and text amongst other components of communication. Communication technologies have also improved social interaction and collaboration within organisations. Integration of communication technologies have led to transformation of the communication process by making it more transparent, open and collaborative (Cardon 2016).

Work life

In addition to the above impacts, communication technologies have improved the working environment by enhancing organisations’ ability to integrate work-life balance in their human resource management processes. As a result of developments in communication technologies, organisations are able to entrench flexible working schedules.  According to Walden (2016), communication technologies have re-shaped the boundary between home and work environments.  Development of internet enabled technologies makes it possible for employees to telecommute. Therefore, technology has provided employees an opportunity to work at home (Gaile & Willmott 2005). Through telecommuting, employees can be able to balance between personal and professional life such as work and family life (Roy 2006). This has a positive impact on the employees’ productivity. For example, the establishment of a balance between the employees personal and professional life leads to reduction in role conflict hence minimising work-related stress. This aspect positively impacts the employees’ performance (Roy 2016).  

Conclusion

The essay illustrates the fact that development in communication technology has had tremendous impact on learning activities, work-life balance and social life. Emerging communication technologies has transformed the learning process by making it more collaborative and interactive.  Communication technology has also made it possible for organisations to incorporate work-life balance hence promoting employees productivity. The emerging communication technologies have also contributed to improvement in social life by promoting social interaction.

 

 

References

Alina-Mihaela, I 2015, ‘Mobile technologies for lifelong learning’, Information Economica, vol. 19, no. 2.

Aparicio, M, Bacao, F & Oliveira, T 2016, ‘An e-learning theoretical framework’, Educational Technology & Society, vol. 19, no. 1.

Cardon, P 2016, ‘Community, culture and affordances in social collaboration and communication’, International Journal of Business Communication, vol. 53, no. 2, pp. 141-147.

Gaile, G & Willmott, C 2005, Geography in America at the dawn of the 21st century, Oxford University Press, Oxford.

Khaddage, F, Muller, W & Flintoff, K 2016, ‘Advancing mobile learning in formal and informal setting via mobile app technology; where to from here and how’, Educational Technology & Society, vol. 19 , no. 3, pp. 16-26.

Marshall, J & Notley, T 2014, ‘Communication technology and social life; transformation and continuity, order and disorder’, The Australian Journal of Anthropology, vol. 25, pp. 127-137.

Martin, E, Gertrudix, M, Urquiza-Fuentes, J & Haya, P 2015, ‘Student activity and profile datasets from an online video-based collaborative learning experience’, British Journal of Educational Technology, vol. 46, no. 5, pp. 993-998.

Roy, G 2016, ‘Impact of mobile communication technology on the work-life balance of working women; a review of discourses’, The Journal of Contemporary Management Research, vol. 10, no. 1, pp. 79-101.

Tsai, T, Chang, H & Ho, Y 2016, ‘Perceptions of specific family communication application among grandparents and grandchildren; an extension of the technology acceptance model’, PLOS One, vol. 11, no. 6, pp. 1-23.

Walden, J 2016, ‘Integrating social media into the workplace; a study of shifting technology use repertoires’, Journal of Broadcasting & Electronic Media, vol. 4, pp. 347-363.

 

 

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