10 Answers | Add Yours
One enormous effect that I have seen in the classroom, in terms of writing, is the decline of a student's ability to write using complete sentences and complete words. Using shorthand language developed for cellphones shows up in student writings and it drives me crazy. It's almost as if many of these kids believe that using a cellphone to communicate will be the only method of sharing information in the future, and everyone one will use "How r u?"
I am also dismayed at how students see no point in using a dictionary, doing math by hand, or learning to spell words correctly. What happens, though, when there is no phone to calculate, no spell-check (or worse, one that offers incorrect choices that students mindlessly accept), or a student uses "grey" words/phrases, like "a lot" or "lots" or "said?" Writing becomes so much more engaging with the words selected are colorful, powerful and/or otherwise imposing. Mediocrity seems to be the choice: technology offers immediate gratification, and a machine to think for the individual.
On the other hand, technology can open the world to the mind of a curious kid who wants to learn and report about how pencils are made, who the first man in space was, or what spina bifida is...because his best friend was born with it. And in terms of educating, computers make information available to students for districts that could never afford the number of books their students might need. Instant access can feed a kid's desire to learn. However, teaching everything via PowerPoint presentations, however high-tech the presentation, limits a student's ability to learn in a variety of ways.
Like anything, there are positives and negatives: perhaps what is most important is how we guide our children towards using technology. We need to make sure they read, too. When doing research assignments, kids need to understand why primary sources on the computer are preferrable to secondary sources, and that just because it's online, does not mean it's a good source—or even true.
As mentioned above, using it selectively, and monitoring its use (rather than sitting at a table and chatting with another teacher or grading papers) is necessary to make sure it is of value to the student in the classroom.
I agree that using technology has the benefit of incorporating IT skills into classes where traditionally they would not have been used, such as English. In addition, in terms of our modern world, such incorporation allows students to develop lots of vital skills such as how to give presentations using IT and how to access information.
However, I share the doubts of other editors that this is overall a "good" thing. From my perspective, as a teacher, technology often makes students more lazy, as they are able to access information quickly and easily without having to work to get hold of it. This means that often students don't really engage in the matters raised by the work, relying on second-hand information to do their thinking for them. This drop in the level of critical thinking is something that greatly concerns me.
The positive outcome of technology is that the access to information and the ease of producing academic work of quality will always be available. Students of the 21st century have the unique chance of being able to obtain all the data available from around the world to create real-life learning experiences.
The negative outcome is that students may become overly dependent of the technology and will get too used to the instant gratification of fast-speed access. Students should also learn the process of research, study, and investigation and enjoy the analysis of information to enhance their thinking processes.
I think that technology is overrated as a way of developing student learning. Yes, students can sometimes care more if they get to use technology in their lessons. But it also has two major drawbacks:
- As mentioned in the last post, students often care more about using the technology in creative ways than about having actual good content included in their work.
- Technology makes it easier for students to simply find something that sounds a bit relevant and then cut and paste it. They are not forced to think as much as they were before it was so easy to find ready-made materials online.
A positive effect I see over and over again in my classroom is a student's increased buy-in to the worth of an assignment when it is somehow technologically oriented. Whether it is typing rote grammar exercises on a word processing program, creating a Power Point presentation, looking up books he or she might like in the library, or conducting research, my students are always more motivated if some type of technology is involved. A negative effect I see is that students often seem unwilling or unable to complete assignments that do not involve some aspect of technology. Another problem I have noticed is that we as educators sometimes confuse a good looking Power Point presentation or discussion board as quality work. I know of a teacher who spends weeks of instructional time as students research and create Power Point presentations, but when the presentations are finally given, they all too often have lots of "bells and whistles" and little substantive information. The end result always appears to be a classroom full of really great looking Power Points created by students who can't tell you anymore about the topic after the presentation than they could before.
There are a huge number of variables involved in evaluating the positive or negative effects of technology upon any given student's learning. No one answer will fit all situations.
If a student is learning a skill that is best mastered through repetition and practice, computer-aided instruction can be highly motivating and very effective. Programs can be written to present increasingly difficult problems if student answers are correct, to provide simpler problems and repeated instruction if student answers are incorrect, and to provide reinforcement and encouragement in all cases. This makes technology a very positive and useful tool for learning many types of mathematical skills.
Other types of learning require other types of instructional techniques. Technology may be very effective in providing drill in the spelling of isolated words, but computer programs are often not the most effective way to learn how to define words through use of context, how to appreciate differing pronunciations and uses of homonyms, synonyms, and antonyms, and other interpretative skills.
Aside from content, student age and learning style preferences also needs to be considered when evaluating the positive or negative impact of technology as a teaching tool.
I will keep my answer simple. The biggest negative is the distraction that it provides in the classroom. I have a classroom set of laptops that I try to put into students hands everyday. They are savvy and know how to access chat features within seconds. Distraction is the biggest negative but can be managed by keeping the students engaged. The technology keeps students engaged when used appropriately. So, Engagement is the biggest positive. In addition, the technology prepares students for later in life. The insistence to continue to use paper and pencil is frustrating to me. The majority of my students who visit me from college thank me for pushing them to use technology and forcing them to do all of their work electronically. I use Google Docs heavily in my classroom and 90% of my work is submitted electronically.
I made an account just so I could write a response. I am a student in my final year of secondary school. Last year our school was using technology at an accepted based level. However, at the start of this year they suddenly told us on the first day that they would now use technology completely. No more writing pages of notes that we would study from later(thank goodness), no more printed worksheets(saving a lot of paper), not even an exercise book was needed if you wanted to type on word documents instead.
But this amazing sounding idea has become a problem this year(Feb-Dec = school year) for many students. I see most of you are teachers, although you may understand, you do not know what it actually is like. I can try to explain the problem:
The year is 2015. At the moment, even oldest teenagers (such as me) had experienced using computers etc. technology since we were young(5-6 years old for me). Now this is just the oldest teenagers. The younger teenagers had technology such as we have today available since very little(even 2-3 years old). As children growing through puberty and 'teenhood', we did obviously not use computers for casually looking up all about a recent human ancestor found - that is not much of an interest for the regular teen. No... What we have used technology for ever since little, was for entertainment. Entertainment - movies, games, current social media and new surrounding celebrities, life hacks, random youtubers - all useless and much time-wasting activities. But nonetheless, for the last(minimum) 13 years of our lives we used it for that.
Now suddenly, the school asks you to use technology (in school!) - such as laptops - to do class work. It is almost impossible. Consider this:
You walk into a class and see focused and hard-working students working on their class assignment using their/or school's laptops. But here is the trick. I dare you to walk to the back of the classroom, try to do it without attracting attention. What I see as I sit at the back, are distracted students. Half of my fellow classmates are watching films or trailers, another third are looking up social media and chatting across the classroom, and the very sole last few 'odd' people are actually working half-heartedly on their assignment like they are supposed to be.
This does not happen once in a while, and not in just one class. This happens ALL the time, in EVERY class. Teachers do not notice because they sit at the front, and by the time they (if they do so) walk to the back of the class, students have long closed or hid their screens.
You have provided free distraction with free wi-fi and 'free-time' for any student to use. No wonder school results are going down according to how often students use computers at school.
Another problem. Each student has a different style of learning. As teachers it should be your responsibility to use all methods of learning to teach a class. You have to teach them. Just like how a person who has never experienced being 18 years old, cannot somehow suddenly know how to act like one. You learn by watching the others around you, by copying what they do, and creating your own ideals accordingly.
One of my classes went and told us to do homework workbook exercises during class, and listen to videos of the teacher teaching the topics at home? What would be the point of school then? Using internet at home is completely distracting, (facebook, everything else) and you expect us to create a small private classroom setting at HOME?
No I do not think that technology should be completely extracted from schools, however at the rate at which you expect students to use it with is at an extreme fast-forwarded pace. Sometimes too much technology is not necessarily the right course of action. Knowing how to use a computer is NOT the same as using how to teach or learn using one. That is what should be added to school curriculum - how to use computers to teach and learn from.
I think technology in the classroom has its pros and cons. First of all, we can't avoid it. To prepare students for the real word, they have to be computer literate at an early age. We are teaching a generation of students on facebook, or texting, blogging, playing video games...technology is their world. In order to compete with that world, we need to bring it into the classroom.
Unfortunately, the mass use of technology has also contributed to a decrease in being able to problem solve on their own. I taught 11th graders who couldn't look up a person's name in the encyclopedia, and wanted to know why they couldn't just "google" the person. That is basic knowledge all children should know how to do.
We’ve answered 334,204 questions. We can answer yours, too.Ask a question