8606

Citizenship Education
and Community
Engagement

Submitted by: Ayesha Khalid

Assignment number 2
B.ED 1.5 year

Allama Iqbal Open University

8/10/2022
Q. 1 a) Explain the form of social control.

Forms of Social Control In primary groups, the relationships are close, direct and
intimate. Social Control is often maintained by informal mechanism, i.e. customs,
traditions, folkways, mores and religions. These are adopted means by informal groups.
Sociologists identify two basic forms of social controls:
1. Internalization of norms and values, and
2. External sanctions, which can be either positive (rewards) or negative (punishment)

Social control theory began to be studied as a separate field in the early 20thcentury.
The means to enforce social control can be either formal or informal. Sociologist
Edward A. Ross argued that belief systems exert a greater control on human behaviour
than laws imposed by government, no matter what form the beliefs take.

1. Informal Social Control

The social values that are present in individuals are products of informal social control.
It is exercised by a society without explicitly stating these rules and is expressed
through customs, norms, and mores. Individuals are socialized whether consciously or
subconsciously. During informal sanctions, ridicule or ostracism can cause a straying
towards norms. The person internalizes these mores and norms. Traditional society uses
mostly informal social control embedded in its customary culture relying on the
socialization of its members.

As with formal controls, informal controls reward or punish acceptable or unacceptable

behaviour (i.e., deviance). Informal controls are varied and differ from individual to
individual, group to group and society to society. For example, at a women's institute
meeting, a disapproving look might convey the message that it is inappropriate to flirt
with the minister. In a criminal gang, on the other hand, a stronger sanction applies in
the case of someone threatening to inform to the police.

Informal mechanisms of social control include established and accepted institutions

relating to socialization, education, family, marriage and religion etc. It is executed
through informal sanctions, which may be positive or negative. Positive sanctions
include smile, a nod of approval, rewards and promotions, etc. for instance, good
performance in an examination may be rewarded with a bicycle or a watch by parents.

Negative sanctions include a frown, criticism, physical threats and punishments. The
unruly behaviour in school may result in detention or severe punishment is an example
of negative sanction. It must be mentioned here that with the variety in our ways of
living, the means of social control also vary. Social control is specific to the group or
the society in which it is exercised. Informal mechanisms of control vary accordingly.
Besides family, informal social control is also exercised by other social institutions, like
neighborhood, kin groups, clan and village, etc.

Informal social control through different ways:

i. Folkways: Folkways are norms to which individuals conform. It is

customary to do so. Conformity to folkways is not enforced by law or any
other agency of the society. It is the informal acceptance of established
practices in each group or society. Folkways are manifested in matters of
dress, food habits, observance of rituals, forms of worship and method of
greeting, etc. for instance, the food habits in different provinces of Pakistan
are different and these habits persist even when the person has moved to a
different location away from his earlier surroundings.
ii. Mores: Mores refer to moral conduct as distinct from the customary practice
of folkways. They influence the value system of a society and are in the
form of social regulations which aim to maintain social order. Mores seek
to regulate the relationship between individuals in defined situations,,, e.g.
 between husband and wife, parents and children and siblings etc. they may
also refer to general social relationships in terms of honesty, truthfulness,
hard work and discipline etc. Since mores are consciously designed and
created with a view to preserve them. Violations of these often entail
penalties. They are perhaps the strongest mechanisms of informal social
control.
iii. Customs: Customs are the long established practices of people, which occur
spontaneously but gradually. Along with regulating social life, they also
bind them together. In primitive societies, customs were powerful means of
social control but in modern times, they have weakened due to rise in the
forces of individualism and diversity.
iv. Religion: Religion exercises a powerful influence on its adherents. Emile
Durkheim defines religion as the unified system of beliefs and practices
related to sacred things. Those who have common beliefs and practices are
united into one single moral community through religion. Religion occupies
a significant place in the life of an individual and fulfills the spiritual, social,
psychological needs of an individual.

2. Formal Social Control

Formal social control is expressed It is conducted by government and organizations

using law enforcement mechanisms and other formal sanctions such as fines and
imprisonment. In democratic societies the goals and mechanisms of formal social
control are determined through legislation by elected representatives and thus enjoy a
measure of support from the population and voluntary compliance.

The formal means of social control come from institutions like the state, law, education,
and those that have legitimate power. The apply coercion in case of deviance. For
instance, a person convicted of having stolen someone’s property may be sentenced to
imprisonment. In other words, these institutions exercise the legal power to control the
behaviour the individual and the group.
i. Law: In primitive societies, the groups followed similar occupations and
individuals shared a direct, personal and intimate relation among themselves.
These folkways, mores and customs suffered in controlling the individual
behaviour. There was almost unquestioned compliance with the informal
mechanism of social control.

Individuals obey laws due to prime reasons:

a. Fear of punishment: punishment by state results in curtailment of essential

freedom
of individuals and hence acts as a deterrent.
b. Rules conforming habit: many individuals believe that adherence to laws is
necessary
for their own well-being and prosperity as also for social stability and
progress. This is called the “rule conforming habit”. The family, educational
institutions and religious preaches all play a role in inculcating and
sustaining this behaviour.
ii. Education: Along with laws, education has been an important agency of social
control. It prepares the child for social living and teaches him the values of
discipline, cooperation, tolerance and integration. Educational institutions at
all levels, (i.e. schools, colleges, and university) impart knowledge as well as
ethics through formal structured courses as well as behavioural inputs. The
differentpace of the educational system in different societies, depends upon
changing social mores, level of development and social needs. At schools, the
ideas of democrarcy, equality and national goals are communicated to students
in addition to the emphasis on our shared histrory, culture, heritage, norms and
values. By inculcating the concepts of good moral behaviour, mority, discipline
and social etiquettes, the educational system serves its role as an agent of
formal social control.
iii. State: State has a vital role in adminstering social control. Sociologists have
defined the state as “an association designed primarily to maintain order and
 security, exercising universal jurisdiction within territorial boundries, by
means of law backed by force and recognised as having sovereign authority”.

b) What is social deviance? Differentiate between formal and informal deviance.

What is Social Deviance?

Social deviance is any transgression of socially established norms. Deviance can be

informal and formal. Social norms and the punishments for violating them change over
time and from place to place.

Difference between formal and informal deviance

There are couple ways to classify deviant behaviour; it can be formal or informal, and
voluntary or involuntary. Depending on the situation and the norm or value being
violated, different levels of deviance are achieved.

Formal Deviance

“Formal deviance or crime involves the violation of laws”

For instance, an involuntary violation of an informal norm is far less offensive than a
voluntary violation of a formal norm (i.e. Law). The distinction between formal and
informal deviance rests in the definition society gives to the action, and the manner in
which they do so. Formal norms and values would be laws, regulations, rules and codes
of conduct, for example. Reactions to transgressions against formal norms and values
are external to individuals in the form of punitive action, such as fines or imprisonment.

Informal Deviance

“Minor transgressions of these norms can be described as informal deviance.”

Examples of informal norms and values include customs and traditions. Reactions to
informal deviance are typically internal to the individual. Consider walking into a
building on a windy day, and the person ahead allows the door to slam shut on the
follower. The follower would have an internal reaction. Not all deviance is a voluntary
action. Physical and mental disabilities can be examined as deviant behaviour, as they
do not conform to the normal definition of a person. Often there are informal reactions

Q.2 a) Discuss different types of school and community relationships.

Different Types of School-Community Relationship

The different rationales for community involvement can be realized through a variety
of partnership activities. School community partnerships can be student centered,
school centered, community centered or any combination of these.

1. Student centered activities include those that provide direct services or goods to
students, for example, student awards and incentives, scholarships, tutoring and
mentoring programs and job shadowing and other career focused activities.

2. Family centered activities are those that have parents or entire families as their
primary focus. This category includes activities such as parenting workshops,
parent/family incentives and awards, family counseling and family fun and learning.

3. School centered activities are those that benefit the school as a whole such as
beautification projects or donation of school equipment and materials or activities that
benefit the faculty such as staff development and classroom assistance. These types of
activities can be initiated by the members of community.

4. Community centered activities have as their primary focus the community and its
citizens, for example, charitable outreach, art and science exhibits and community
revitalization and beautification projects.

b) What strategies can the administration of the school apply in order to

strengthen its relationshoip with the community?

An effective method of promoting education and ensuring school support is involving

the community in school activities. By inviting community members to join in school
festivities, the school administration can improve the overall satisfaction of the student
body, increase the effectiveness of the education and raise the likelihood that the school
will continue to be supported by the community. School events that include community
members, both parents and non-parents, benefit both the students and the community
at large.

1. Family Togetherness
In this fast-paced and high-stress world, many families fail to spend as much
time together as they should to promote family unity and interdependence. By
including community members, including the families of students, in school
activities, the school administration can promote family togetherness and
provide a forum in which family members can meet together and enjoy each
others' company.
2. Value of Learning
Many students fail to value learning, and see school only as a necessary speed
bump standing in their way along the road to the future. Seeing community
members actively involved in school activities will help to dispel this notion.
As students recognize that adult community members value education highly
enough to come and participate in school activities, these students will begin to
develop an understanding of the fact that education is important and that
knowledge is a valuable commodity that they will need in the future.
3. Lifelong Learning
Learning is not something that you should stop doing. Ideally, you should
continue to learn throughout your life, picking up new pieces of knowledge and
expanding your horizons. By allowing community members to become
involved in school activities, administrators can expose these individuals to
information that may be new to them. This encourages grown community
members to continue along with their learning journey and add to their
knowledge.
4. Ownership of the School
 When community members take part in school activities, they take ownership
of their local school. This increases the likelihood that funding initiatives will
be passed and fund-raising efforts will be supported. Community members who
feel that they have ownership of their local school will start to take a vested
interest in the school's success and work more fervently toward ensuring that
the school continues to thrive and the that needs of the school, both financial
and otherwise, are met.

Q.3 a) Explain the role of communication skills in teaching-learning process.

Checklist for Communication during Teaching

About the Style of Presentation

 Does the teacher speak clearly? (loud enough; not too fast; faces the class; avoids
mannerisms like 'um')
 Is the teacher's non-verbal communication suitable? (appropriate gestures and
expressions; moves around; eye contact with whole class)
 Does the teacher speak understandably? (uses words that the students should be able
to understand)
 Is the speed of presentation right? (the students must be able to absorb the material
that is presented)
 Is there two-way communication? (the teacher checks regularly if the students have
understood)
 Is there evidence of a good relationship between teacher and students? (teacher and
students respect each other, listen to each other)

About the Content

 Does the teacher emphasize important knowledge? (the main messages are clear and
emphasized, unnecessary detail is left out)
 Is information presented in a logical sequence? (bits of information follow logically
after one each other - easy to understand and remember)
About the Place Where the Teaching is Happening
 Is the place conducive to good communication? (enough lights; no noise from outside)
 Are the students comfortable? (adequate seating; students can see the teacher; not too
hot/cold)

About the Use of Teaching Aids

 Are the teaching aids relevant? (the aids only deal with the subject matter of the lesson,
and clarify it)
 Are the teaching aids well prepared? (only contain highlights/main points; neat;
different colours are used)
 Are the teaching aids easy to read and understand? (letters and pictures are large
enough; not too much crammed onto one aid)
 Are the teaching aids skillfully used? (the teacher handles them with confidence; uses
a pointer; does not mix them up)

b) How can effective communication create an environment that is conducive for

learning?

What is communication?

According to the Concise Oxford Dictionary the word means the act of imparting,
especially news, or the science and practice of transmitting information. These
definitions clearly show the link between teaching and communication: teachers are
constantly imparting new knowledge, or transmitting information. Hubley (1993) has
shown us that communication is a complex process.

Communication Process
At any stage of this process things may go wrong, making the communication less
effective. For instance, the sender may not express what he/she wants to say clearly; or
the room may be noisy; or the receiver may not understand the words the sender is
using. To be effective, teachers have to try to minimize these barriers to communication.
We do this in a number of ways - for example, by making sure that the room is quiet
and well lit; by speaking slowly and clearly; by only using words which the students
should be able to understand. However, the most important way to overcome the
barriers is two-way communication.

Two-way communication

This means getting regular feedback from the receivers (the students in this case): do
they really understand what we are trying to put across?

Non-verbal communication/body language

Communication does not only take place by means of words; non-verbal
communication (or body language) is equally important. We are all familiar with the
different kinds of non-verbal communication.

This kind of communication is usually subconscious - we use it without thinking about

it; that is why we say that 'it is difficult to lie in body language'. If teachers really attend
to the body language of their students they will know when they are bored or confused.
From the body language of their teachers students pick up whether they are confident
and enthusiastic.

How to Create a Good Learning Environment

Creating a good learning environment to meet learners' needs involves adjusting

classroom elements that within the instructors control. A learning environment that is
conducive to learning takes into consideration the comfort of all learners. Good lighting,
seating, room temperature, acoustics and visual aids will ensure that participants are
comfortable and engaged.

Good Lighting for Learning: Good lighting can not only improve the ambiance of a
space but promote learning by improving visibility and the energy level within the room.
Lighting can be altered by choosing when to have the full complement of lights turned
on, when to use just natural light (if the room has windows) and creating a warm reading
space with the addition of floor or table lamps or creating a seated task area with task
lighting.

Arranging Seating to Allow for Active Learning: Training room layout or the seating
arrangement is one factor that can be changed in most classrooms. Use the opportunity
to create a space that is conducive to the activities planned such as a horseshoe
arrangement for discussions, pods for small group activities and theatre style for large
participant numbers where demonstrations or lectures are the main delivery style. Make
sure that the room is large enough for the number of participants; cramped rooms can
distract learners.

Comfortable Room: Temperature Keeps Learners Engaged Room temperature can

influence attention spans and learning. It is important to check the room temperature
and close blinds, open windows, use space heaters etc. if necessary. Basic comfort is
needed if learners are to retain the information they are learning. Test room acoustics
to see if sound equipment is necessary. If the room is large and the participant numbers
is in excess of 50 people, a microphone and speakers may be necessary in order for the
presenters or instructors voice to carry to the back of the room. Bad acoustics can be
highly frustrating for learners who are intent on hearing the message. Good conference
phone equipment is also important if learners are calling in to the session. Speakers may
also be required if audio presentations such as video clips are shown.

Visual Aids Need to be Seen by All Learners: Visual aids can have a huge positive
impact on learners’ ability to understand key concepts. However, if visual aids are
poorly designed and are not visible to all learners within the classroom, they lose their
impact. Choose font sizes of no less than 20 in PowerPoint presentations and choose
backgrounds that are light with dark colored font. Comfortable learners are engaged
learners and so it is important for instructors to consider the elements that they can
control to create a classroom environment that is conducive to learning.

Q.4 a) Compare the theories of motivation from different school of thought.

Theories of Motivation

Different psychological perspectives explain motivation in four different ways. Let us

explore four of these perspectives; behavioural, humanistic, cognitive and social.

1. The Behavioural Perspective

According to the behaviourist view of learning, when children are rewarded
with praise and a gold star for doing their job correctly, they will look forward
to the next mathematics lesson, anticipating another rewards. At some time in
the past, they must have been rewarded for similar achievements and this
experience acts as a motivator for future learning of a similar type. For
behaviourists, motivation is simply a product of effective contingent
reinforcement. So, they emphasize the use of extrinsic reinforcement to
stimulate students’ task engagement. The reinforcement can take the form of
praise, a smile, an early mark or loss of privileges such as missing out on sport.
According to Brody: “Almost all teachers use extrinsic reinforcement in some
form to motivate students, although they may not realize they are doing so and
may not always use such reinforcement effectively.”
2. The Humanistic Perspective
The humanist theory of motivation is interesting because it is not only linked to
achievement and education, but also has implications for students’ welfare and
well-being through its concern with basic needs. It stresses on students’ capacity
for personal growth, freedom to choose their destiny and positive qualities.
There are two theories of motivation from a humanistic perspective:
(a) Maslow’s Hierarchy of Needs: Maslow (1954) perceived motivation in
terms of a hierarchy of needs that can also be conceived as ‘motives’.
According to Maslow’s model, once basic physiological needs have been
satisfied, efforts are directed toward achieving needs associated with safety,
love and belonging, and self-esteem.
 (b) Roger’s Motivation Theory: Carl Roger’s ideas are also influential in
discussing the nature of motivation and its impact to human lives.
3. Motivation Through Teacher Personality
One aspect of motivation, probably the hardest to change, lies in the personality
of the teacher. Like all human beings, teachers perceive the behaviours that are
appropriate in a given environment. The classroom environment can be one of
the most demanding environments on individuals' perceptions of their self-
worth. In addition, from my own experience, most children exhibit the ability
to see through a person's actions, recognizing those actions as genuine or fake.

b) Develop a yearly plan for the collaboration among community, school and local
bodies.

Formulation of Objectives for Community School Collaboration

Schools do not exist in isolation and they cannot go it alone. To keep students in school
their social, economic, and family needs, as well as their academic needs must be met.
They need the support and help of the whole community. The often heard statement, "It
takes a village to raise a child," is very true. Volunteers and funding are two major ways
that communities support their schools. Some of the initiatives that involve partnering
with the community are School-to-Work Programmes, after-school centers, and
parental involvement programmes. Coordinating community collaborations to avoid
duplication and keeping them focused on a common goal is a challenge.
Improving School-Community Collaboration by Formulating Objectives

There are a variety of activities in which schools can become involved to help improve
school-community relations; below are some points:
1. Encourage community use of school facilities: Often the school building sits empty
after the end of the normal school day. Encouraging non-profit community groups to
use the facilities is not only a good use of resources but also provides an opportunity
for the school to put its best foot forward. Some schools have reported a reduction in
destruction because of the various activities.
2. Student Recognition: Invite students who earned a place on the honour roll to an
Honours Banquet; the banquet can be held at a local restaurant during school hours or
in the evening. In many communities, restaurants may be willing to support a
programme of this nature by providing meals at cost or even at reduced prices. Invite
prominent people to speak at the banquet educational leaders, political leaders, business
people; the list can be endless.
3. Gold Cards: give students who earn a place on the Honour Roll a Gold Card which
is honoured by participating businesses who provide discounts to students for the
marking period. Some businesses provide reduced prices on items in their stores while
others allow students to have something for free, i.e., a free video rental.
4. Honour Society: make a determined effort to share the recognition of students by
honouring them during the school day, with other students in attendance. Most parents
are more than willing to come in during the day to participate in the ceremony. If it is
not possible to have the ceremony during the day, have it in the evening but be sure to
invite faculty, staff and students to attend.
5. Honours Passes: students who earn a place on the Honour Roll could receive an
Honours Pass which allows them certain freedom of movement in the building. A list
of guidelines can be developed and students can be asked to sign agreements to abide
by these guidelines. We want to send the message that the students on the honour roll
have demonstrated a commitment to academic excellence and have shown a maturity
of judgment and an acceptance of responsibility that entitle them to more rights and
privileges.
6. Senior Citizens Banquet: at least once a year, perhaps around the time of a music
concert, invite senior citizens to a luncheon banquet at the school; the banquet, run with
the cooperation of the school lunch programme, can be sponsored by a class, by a school
service organization, or by the entire school, if it is small one. Parents have been very
willing to come in to assist in the preparation of the meal. Prior to the banquet, invite
the senior citizens to a dress rehearsal of the musical programme, since many senior
citizens are reluctant to attend programmes in the evening.
7. Senior Citizens Passes: provide passes to area senior citizens to attend all school
functions at no charge; while some will provide a donation in exchange for the ticket,
many will appreciate the extra welcome provided by the school.
8. Back to School Week: choose a week during the school year to invite parents and
community members to your school. Businesses have been more and more willing to
provide release time to their employees for activities of this nature. Make a special
effort to personally invite community and business leaders to attend school for the day,
or part of the day.
9. Honours Assemblies: at the end of each marking period, hold an honours assembly
at which students on the honour roll receive certificates, bumper stickers and gold cards
for having earned a place on the Honour Roll.
10. Student Recognition: if a student performs exceptionally well, why not recognize
that achievement? A short note from an administrator, mailed to the student, provides a
significant boost in morale for the student.
11. Career Day: hold annual career days; not only this is a good educational experience
for the students, it also helps local business people learn more about the school and our
needs; conversely, it helps us understand the employment needs of business in our area.
12. News Releases: news releases mailed to local media can be helpful; publish things
such as honour rolls, special class projects or activities, assemblies, school activities,
etc.
13. Newsletters: provide periodic newsletters not only to the families of students but
also to board members, business leaders, and other community members. A simple
database can be used to include new people; encourage members of the school
community so suggest other folks who might be included in the mailing list.
14. Positive Reinforcement: Faculty members should be encouraged to contact the
families of students by phone or letter when the youngster has shown significant
improvement or demonstrated positive qualities of behaviour. Administrators can also
increase rapport with parents by contacting them when the youngster has done
something well.

Collaboration with Local Bodies

An effective family-community-school collaboration must come together at the local

level. Thus, a school and its surrounding community are a reasonable focal point around
which to build an infrastructure. Primary emphasis on this level meshes nicely with
contemporary restructuring views that stress increased school based and neighbourhood
control. From a local perspective, first the focus is on mechanisms at the school-
neighbourhood level. Based on analyses of what is needed to facilitate and enhance
efforts at a locality, mechanisms are conceived that enable several school-
neighbourhood collaborative to work ccxix together for increased efficiency,
effectiveness, and economies of scale (e.g., connecting a complex or “family” of
schools, such as a high school and its feeder schools). Then, system wide mechanisms
can be (re)designed to provide support for what each locality is trying to develop.
Developing an effective collaborative requires an infrastructure of organizational and
operational mechanisms at all relevant levels for oversight, leadership, capacity
building, and ongoing support. Such mechanisms are used to:

a) make decisions about priorities and resource allocation;

b) maximize systematic planning, implementation, maintenance, and evaluation;
c) enhance and redeploy existing resources and pursue new ones; and
d) nurture the collaborative. At each level, such tasks require pursuing an assertive
agenda.

Q.5 a) Explain the technological change which has taken place in the last decade.

Technology is the making, usage, and knowledge of tools, machines, techniques, crafts,
systems or methods of organization in order to solve a problem or perform a specific
function. It can also refer to the collection and utilization of such tools, machinery, and
procedures.

It can strengthen as well as alleviate the impacts of human activities. The role of
technology has recently moved to the forefront of both science and policy in addressing
climate change. The long time span involved in climate change from decades to
centuries puts technological change “in the driver’s seat”, because over long time
periods technological systems are highly malleable, whereas in the short run they
are largely inflexible.

Technology and society refers to cyclical co-dependence, co-influence, co-

production of technology and society upon the other (technology upon culture, and
vice-versa). This synergistic relationship occurred from the dawn of humankind, with
the invention of simple tools and continues into modern technologies such as the
printing press and computers.

Technology had become a trend to almost all aspect of the future nowadays. All had
been conforming to how technology behaves. From the creation of new machines to the
uses of micro devices that are now gaining recognition. As far as technology is
concerned, almost all new created and establish things are in line with how technology
affects it. Traditional ways of doing things are now beginning and slowly diminishing
as new improved ways are starting to emerge. Even from the start of studying
technology there are some downsides to its benefits. Technology is always viewed as a
two way thing, giving benefits to the people and on the other side creates undesirable
effect to the society as well as to the environment. Society today can be differentiate
automatically to the way it looks and feel way back many years ago. There are many
aspects and fields to which technology had affect the way people lived, from everyday
living to political, social, economical, educational, and ethical issues of human beings.
People had change greatly as technology had also been improving to help and address
the needs of people in their application, whether to make work easier or to take pleasure
and bliss out of the product from technology. If all would be enumerated to discuss all
the effects of technology to how society now changes would have a long list of items.
People are now discovering things that are to address their needs. Even communication
is now very effective that distance is not an issue anymore. Even of greater distance,
many people are able to be in touch with each other. Technology changes society by
changing our environment to which we in turn, adapt. This change is usually in the
material environment, clxxxviii and the adjustment we make to the changes often
modifies customs and social institutions.

b) Explain how technology has influenced the international labor market.

Technology in the institutions allows teaching to expand quickly and efficiently.

Educational technology such as video conferencing, power point presentations and e-
learning has removed institutional boundaries that were previously limited. With
educational technology, institutions can target a wider community base and grow to
higher levels. In organizations technology made the jobs easy and manageable.

1. Improve Communication: Educational technology is important because it improves

communication in the organizations. Office workers are not limited to phone calls or
inter office mail to interact with one another anymore. Electronic mail allows staff to
send messages instantly without interrupting the recipient. Educational technology also
improves communication with students, parents and other community member because
information can be passed through multiple channels almost instantly.

2. Human Capital: Technology in the organization improves the efficiency of

screening, recruiting and hiring potential candidates. Organizations/institutes utilize the
Internet to spread the word about the organization and advertise job openings.
Technology like personality assessments and screening tools allow to determine
whether a potential candidate is an appropriate fit for the organization.

3. Efficiency: Office technology saves times by speeding up the work flow process.
Digital filing systems save space, paper and printing costs. The use of computer systems
allows corrections to be made instantly. Resources like electronic files and access to
information technology are available with the click of a button.

4. Mobility: Technology in the organizations practically eliminates space and time.

Video conferencing technology let the individuals of an organization to interact with
one another on any part of the globe. Technology reduces travel costs.

5. Employee Workload: Technology that helps to automate the processes and in the
result it will help to reduce the workload of employees, freeing them up to work on
other projects and assignments. New computer programs and software packages can
help to collect and analyze data that would normally go unused or would take
employees a good deal of time to extrapolate. New technology can also be used to help
in improving the work processes and in turn it increase and the productivity for both
the employee and the organization.

6. Accommodations: Disabled employees are perhaps the largest sector of the staff that
can benefit from technological advances. With new technology, doors open for disabled
personnel who previously may have lacked the ability to work a specific job due to the
inability of an employer to provide accommodations. In addition, technology can help
in increasing the productivity of disabled individuals who are already employed.
Technology, such as touchscreen computers, can help employees more easily access
and operate common office equipment.