Staying Connected: The Cycle of Innovation

Technology integration in the classroom continues to expand whether it is online education or the use of technological devices. Communication between people and many times within education comes through the use of technology rather than face-to-face meetings. As technology takes the lead and creates different possibilities, changes in teaching and learning as well as social connections have to change to keep up with the times. This brief paper shares the use of technology as a tool for teaching and learning as well as the impact technology has on communication and social connectiveness. Technology and Social Connections Technology innovation in the academic setting provides both improvements in learning opportunities and associated problems in the implementation of new technologies. The benefits include improved problem-solving skills, enhanced cooperative learning, and a greater application of learning style strategies (Whitehead, Jensen, & Boschee, 2003). With this comes the need for further social understandings and development. As the use of technology expands, character education is needed to develop the social aspects of learning not only online but in every classroom. Everyday objects such as cell phones, computers and calculators have changed society significantly in recent years. By noting the increase in technology, it is necessary to acknowledge how technology has changed the social interface and understanding between people. The International Society for Technology in Education (ISTE) supports the appropriate use of technology as outlined in the nine elements of digital citizenship (ISTE & Ribble, 2011). Since the onset of digital communication in educational settings, schools and universities have adopted Appropriate Use Policies (AUP), which promote safe, private, and responsible use of technology through digital literacy and etiquette. A common criticism is that many college faculty view character and digital etiquette skills as pre-orientation coursework better suited to ancillary support staff (Star & Hammer, 2008) rather than embedded within subject-matter courses. In recent years, employers have reported a soft skills needs gap in recent college graduates; however, only 48% of over 2,000 recent graduates (2011-2013) surveyed reported receiving formal training in soft skills (Dubois-Maahs, 2013) from an employer. In a 2013 Talent Shortage Survey of 40, 000 employers across 42 countries, Manpower Group reported that 19% of employers cited “lack of required soft skills” (p.9) as the reason for unemployability among potential employees. Skills such as interpersonal skills, punctuality, appearance, motivation, enthusiasm, and adaptability were cited as lacking in job candidates. Human resource specialists rated teamwork, collaboration, work ethic, adaptability, diversity, and information technology application as top skills for new entrants to the workforce (Society for Human Resource Management & the Wall Street Journal, 2008). Adjusting to this need, colleges have implemented programs that teach conflict resolution, the art of communication, and appropriate business etiquette (Marcus, 2013). An emerging trend noted among the always-on generation is the inability to communicate effectively in face-to-face contact. British workplace etiquette experts Debrett’s worries that the gap between virtual and real world personalities have eroded the confidence of young people to network with strangers face-to-face yet display no compunction creating personal profiles on the world wide web (Education Publishing Wordwide, 2013).