Technology or Educators in the Digital Era: Which One Should Be

the Main Prior?

Rhomiy Handican

, Ade Putra Hayat

, Agung Tri Prasetia

, Mursal

and Rahman Peliza

Department of Mathematics Education, Institut Agama Islam Negeri Kerinci, Sungai Penuh, Indonesia

Department of Islamic Education, Institut Agama Islam Negeri Kerinci, Sungai Penuh, Indonesia

Department of Guidance and Counseling, Institut Agama Islam Negeri Kerinci, Sungai Penuh, Indonesia

Department of Sharia Economic Law, Institut Agama Islam Negeri Kerinci, Sungai Penuh, Indonesia

Department of Islamic Banking, Institut Agama Islam Negeri Kerinci, Sungai Penuh, Indonesia

Keywords: Digital Era, Educator's Role, Technology, Students.

Abstract: The Digital Age demands the optimization of the use of technology in the learning process and the role of

educators is increasingly becoming a question of "which role is more needed between technology and

educators?" This study looks at the perspectives of students of the Faculty of Tarbiyah and Keguruan Sciences,

Kerinci State Islamic Institute, totaling 642 students consisting of 240 men and 412 women about the role that

is more needed in learning. The method used in the study was a cross-sectional survey design and the data

were analyzed using descriptive data analysis techniques based on gender. Based on survey data 56.07% of

women tend to spend more time using technology in learning than men (32%), in dealing with difficulties in

learning students both 52.92% of men and 56.07% of women prefer to find solutions using the internet, and

in understanding learning materials. Survey data also states that the role of educators is still the main one.

Although the survey data says that technology has a significant role in student learning, students admit that

the role of lecturers cannot be released because students consider lecturer explanations are still needed to

support the use of technology.

1 INTRODUCTION

Today's technological developments influence

education, where the integration of technology in

learning is needed. (Haif E. Bannayan, Ivan Kalaš,

Leslie Conery, Ernesto Laval, Diana Laurillard, Cher

Ping Lim, Sarietjie Musgrave, Alexei Semenov,

2011). When teaching these new-age students,

teachers need to remain flexible and find new ways to

improve their level of education (Handajani et al.,

2018). One of them is by utilizing edutainment-based

learning models that have the potential to be applied

in the current era (Anikina & Yakimenko, 2015).

Students born between 1982 and 2000 are categorized

as millennials or also known as Gen-Y and are often

described as tech-savvy (Best et al., 2013). These

https://orcid.org/0000-0002-7069-1412

https://orcid.org/0000-0002-1591-8709

https://orcid.org/0000-0001-9985-0504

https://orcid.org/0000-0003-0513-9696

https://orcid.org/0000-0003-0496-3499

generations have an impact on the transformation of

education in the digital era, which is intertwined with

the use of technology in everyday life (Hashim,

2018).

The terms used to describe today's learners vary,

including Generation X, Net Generation, and

Generation Y/Millennial (Oblinger & Oblinger,

2008). The student population crosses all generations

with the latest, Gen-Z or Net Generation being very

different in their learning characteristics and

expectations, (Hashim, 2018). The use of technology

can maximize the learning experience for both

Millennials because of the common learner-oriented

characteristics that they possess (Coyner, 2008).

Wesley Lowery & Strauss, (2001) state that the

millennial generation is characterized by seven

Handican, R., Putra Hayat, A., Tri Prasetia, A., Mursal, . and Peliza, R.

Technology or Educators in the Digital Era: Which One Should Be the Main Prior?.

DOI: 10.5220/0012197300003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 117-123

ISBN: 978-989-758-669-9; ISSN: 2975-9676

117

common traits and can be considered achievement-

oriented, team-oriented, stressed, conventional,

confident, sheltered, and privileged. Seeing that the

current generation is already living with the influence

of technology. The use of technology in net

generation learning has variations such as (1) Video

Game Edutainment(Handican & Setyaningrum,

2021), (2) Mobile Technology: involves connectivity

to download, upload, and/or work online via wireless

networks and/or cellular networks (Kukulska-Hulme

et al., 2009); (3) Massive Open Online Courses

(MOOCs): an online platform where everyone can

makes it more interactive (Balfour, 2013); (4) Game

dan Gamification: an effective tool for scaffolding

concepts and stimulating real-world experiences from

an abstract world that presents the unseen.

(Laremenko, 2017) (Qamariah et al., 2017); (5)

Augmented Reality (AR): technology for adding

digital content to printed material objects that are

presented in real time and can be accessed anywhere.

(Hawkinson et al., 2017); (6) Virtual Reality (VR):

the role of memory in learning can improve both

affective skills and cognitive skills (Christou, 2010).

The integration of technology in education today

has been researched for its effectiveness in improving

students' learning outcomes and behavior. For

example, empirical findings by (Vasimalairaja et al.,

2020) which examines the impact of technology on

higher education, research by(Ghavifekr & Rosdy,

2015) which looks at the quality of learning using

technology, findings by(Harris et al., 2020) which

looks at its effect on learner achievement and

motivation, and the findings of the (Sivin-Kachala &

Bialo, 2000) which explains that Technology can

improve teaching and learning, but simply having

technology does not automatically translate into

better instructional outcomes. Looking at the use of

technology in education, it becomes a question that is

there still a need for educators in learning? This new

generation challenges the traditional teacher-centered

teaching paradigm to be able to learn actively but

does not curtail the essence of an educator

(Setyaningrum, 2016). However, some empirical

findings still see that students tend to be passive in

class and teachers tend to be less innovative in

teaching. (Ayu Ardani et al., 2018). However, some

empirical findings still see that students tend to be

passive in class and teachers tend to be less innovative

in teaching (Garrett, 2008). These changes require

teachers to change to adapt to the needs of the Net

Generation era. (Varank et al., 2006). Empirical

findings related to the development of technology-

based learning in various science subjects such as; (1)

mathematics subject field(Charsky, 2010); (2)

physics subject field (Fadieny & Fauzi, 2019); (3)

chemistry subject field (Priyambodo &

Wulaningrum, 2017); (4) social subject field

(Abdelraheem & Al-Rabane, 2005); (5) medicine

subject field(Omenge & Priscah, 2016); (6) religious

subject field(Roth, 2017). This article will discuss the

net generation's perception of students' preferred

learning needs between technology and educators. In

addition, it also discusses the potential effects of the

loss of the role of an educator in this day and age

influenced by learning technology. The importance of

technology in schools cannot be ignored. In fact, with

computers in education, it becomes easier for teachers

to impart knowledge and for students to acquire it

(Maslin, 2021).

2 METHOD

The method used in this study is a cross-sectional

survey design. It involves collecting data on attitudes,

opinions, or beliefs at a single point in time (Creswell,

2008). The subjects of this study were students of the

Faculty of Tarbiyah and Education Sciences, Institut

Agama Islam Negeri Kerinci who were given survey

sheets through the SIAKAD (Academic Information

System) application owned by Institut Agama Islam

Negeri Kerinci and distributed at one time. The

survey questionnaire is accessed by respondents

through a link in the SIAKAD application which is

filled in by respondents when they want to see the

results of the study. survey questionnaires are given

with a Likert scale, short answers, and answer

choices.

Snowball sampling technique was used to select

652 students at the Faculty of Tarbiyah and Teaching

Science, Kerinci State Islamic Religious Institute.

Data were analyzed using descriptive data analysis

techniques based on gender so that it can be

concluded the direction of the needs of educators

today in conducting learning.The data obtained were

made into pictures, charts, and tables in order to

facilitate their presentation. The survey instrument

has previously been tested on 30 test respondents and

has met the validity and reliability of the instrument.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

118

3 FINDING AND DISCUSSION

3.1 Students Perspektive

3.1.1 Students Data as Respondent

Based on the results of distributing survey

instruments through the SIAKAD application,

general information data on students who responded

to the survey sheet were obtained. Statistical data of

research respondents based on gender can be seen in

Table 1.

Table 1: Gender of Students.

Gende

Fre

uenc

Percent

(

)

Male 240 36.8

Female 412 63.19

Total 652

Table 1 shows that the majority of respondents

were female: 412 (63.19%) out of a total of 652

students. Only 240 (36.8%) male students were

respondents. A comparison of the number of students

based on their gender can be seen in Figure 1.

This difference in numbers could be due to the

fact that on average, men did not have the willingness

to fill out the survey sheet provided while women

were compliant and volunteered to fill out the survey

sheet.

Figure 1: Data on Dender Differences of Respondents.

The diagram in Figure 1 explains that at the

Faculty of Tarbiyah and Teaching Sciences at the

Kerinci State Islamic Institute the majority of students

are women and it can be concluded that women are

more interested in becoming teachers or educators

than men.

3.1.2 How Often Do You Use Technology on

a Daily Basis?

In the first perspective, students were asked about the

use of mobile devices both in daily student learning

activities and other activities based on the number of

hours. The results of these questions can be seen in

Table 2.

Table 2: Average Usage of Mobile Devices.

Average

(Hours)

Male

Percent

(%)

Female

Percent

(%)

0 < x < 2 9 3.75 4 0.97

2 < x < 4 27 11.25 14 3.40

4 < x < 6 77 32.08 67 16.26

6 < x < 8 69 28.75 231 56.07

8 < x < 10 31 12.92 43 10.44

x > 10 27 11.25 53 12.86

Table 2 explains that most men use technology in

learning for 4 to 6 hours a day with a percentage of

32% of the total male respondents. Whereas most

women spend 6 to 8 hours using technology in

learning with a percentage of 56.07% of total female

respondents. This identifies that women use

technology more often in their daily lives. Whereas

men tend to spend time using technology only for

other purposes such as playing games, social media,

etc.

This difference in use will affect the purpose of

the technology used. women will choose to use

technology for things that are beneficial to the

development of their learning while men prefer for

pleasures

3.1.3 If You Face Difficulties in Your

Learning, What Do You Do?

Based on the answers from the research respondents,

the data on student choices are obtained as in Table 3.

Table 3: How to Face Difficulties in Learning.

Answer Male % Female %

Ask Friends 42 17.50 57 13.83

Ask Lecturers 62 25.83 113 27.43

Ask Technolo

127 52.92 231 56.07

Nothin

9 3.75 11 2.67

Table 3 shows how the students dealt with

difficulties in their learning. The results are very

surprising. 52.92% of males and 56.07% of females

prefer to ask the Internet through Google, Firefox,

Opera, etc. during the process of associating learning.

Other data presented that asking questions to lecturers

is done by males with a percentage of 25.83% while

females with a percentage of 27.43%. It can be

assumed that lecturers are not the first place to ask

Technology or Educators in the Digital Era: Which One Should Be the Main Prior?

119

when students face difficulties. This raises the next

problem: do lectures still need the role of lecturers?

3.1.4 Where Is Your Greatest Source of

Understanding when Learning?

The survey instrument also asked about students'

perceptions of their main learning resources in

learning activities, discussions, making papers, and

completing lecture assignments.

Table 4: Sources of Learning.

Answer Male % Female %

Boo

11 4.58 45 10.92

Lecture

46 19.17 52 12.62

Browsin

95 39.58 213 51.70

Youtube 88 36.67 102 24.76

Based on Table 4, it is known that on average

students use the main learning resource in the form of

browsing by utilizing the internet, this can be seen

where 39.58% and 31.70% of women stated that they

prefer to find learning resources from browsing

activities. This indicates that 47.23% of the total

respondents choose to find learning resources from

browsing activities.

3.1.5 Which Explanation Can Improve Your

Understanding? Technology or

Lecturer?

The survey also asked about whose explanations were

more useful in the process of deepening the material

taught in lectures. The results can be seen in Figure 2

below.

Figure 2: Best ExplainerTecnology vs Lecturer.

Based on Figure 2. men as many as 147 students

with a percentage of 61.25% tend to choose lecturers

as the best explainers when studying and for women

as many as 289 students with a percentage of 70.15%

choose technology to have the ability to explain

material better. Based on this data, the average

student states that technology-based explanations

such as from Google, Youtube, and other learning

resources have better abilities than lecturers who

teach.

3.1.6 Between the Role of Technology and

Lecturers, Which Is More Needed?

Figure 3: Lecturer's role in teaching.

Based on the data exposure in Figure 3, it can be

concluded that students tend to state that the role of

lecturers is still needed in learning both according to

men (74.58%) and according to women (56.55%).

this identifies that even though students actively use

technology in learning, students still need the role of

lecturers in explaining the material.

3.2 Discussion

Based on the results of a survey that researchers have

conducted on 652 students at the Faculty of Tarbiyah

and Keguruan Sciences, Kerinci State Islamic

Institute, information was obtained that respondents

were classified by gender with 240 male students and

412 female students. This number indicates that

women are more likely to want to become teachers

than men. This is in accordance with the results of

Indriani's research (Indriani, 2019) and it can be

because women have more interactive abilities in

teaching and have a passion in the field of nurturing

someone (Auladuna et al., 2018).

The first question is related to how often students

use technology in their daily learning process. The

survey data states that women are more active in

using technology in the learning process related to

completing assignments, finding references, and

learning new materials. This is in contrast to

Bustaman and Yosman's findings that women's role

in the development of information technology is still

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

120

a minority compared to the large number of men.

(Bustaman, 2013); (Lestari, 2013).

The learning process sometimes experiences

struggles both in terms of understanding and finding

learning references. The survey results state that

women seek solutions to these obstacles by searching

for information via the internet by utilizing browsing

technology such as Google, Youtube and men are

more likely to ask the lecturer who teaches. The

difference in choice between men and women is due

to men's ability to understand prioritizing the audio-

visual ability of the lecturer. (Skelton & Read, 2006)

but men's reception skills are better than women's

when the lecturer explains (Darrin Wood, 2012).

Understanding in learning using technology based

on the survey, it is known that the internet and

YouTube are the main sources in class learning

compared to sources from books and lecturers. This

is influenced by the lecturer's ability to explain

(Porter, 1958). In addition, the lack of teachers' ability

to design teaching materials also causes students to

prefer to look for other references (Bouckaert, 2019).

Therefore, students consider that technology has a

better ability to explain the material they learn, this is

because technology can provide diverse references

(Alam, 2021).

The last survey results asked about the role of

lecturers in the learning process. All respondents

stated that the role of lecturers is still needed to be

able to understand more deeply when compared to

only using technology in the learning process. This is

because lecturers have more interactive abilities than

other technology-based media. When used by an

excellent teacher, technology can only help to

improve learning. Teachers' roles in the classroom

will inevitably change as the resources available to

them evolve (Hamiti & Reka, 2012).

Educational technology is becoming more

prevalent in the classroom . The next generation of

children will be ready to work with these new

technologies, which will play an important role in

their learning and acquisition of various cognitive

knowledge, so educational technology must be

incorporated into future curricula (Stošić, 2015).

While the role of lecturers in learning is still very

much needed by students, it should also be

remembered that information and communication

technology must be integrated into the learning

process if education is to be meaningful, engaging,

entertaining and accessible to all (Khiste, G.P.,

Maske, D.B. & Veer, 2017). Therefore, to make

learners better, it is necessary to integrate lecturers

and technology both in explaining material and

developing learning.(Mfreke Umoh & Bassey, 2020);

(Flemming et al., 2016).

4 CONCLUSIONS

Based on the results of a survey conducted on 642

students, it can be concluded that there are differences

in perspectives between men and women in seeing the

role of lecturers and technology in teaching. Women

tend to spend more time using technology in learning

more than men, in facing difficulties in learning

students both men and women prefer to find solutions

by using the internet and in understanding learning

materials students prefer explanations from the

internet such as browsing and youtube to explore the

material taught compared to the role of the teacher in

explaining.

Although the survey data says that technology has

a significant role in student learning, students admit

that the role of lecturers cannot be released because

students think that lecturer explanations are still

needed.

ACKNOWLEDGEMENTS

Thank you to the Dean of the Faculty of Tarbiyah and

Teaching Sciences of Kerinci State Islamic Institute

and students who have been willing to be respondents

in this study.

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