The effectiveness of technology use in the classroom has become a contentious issue. While many teachers and pupils feel that it is ideal to use technology as it enhances teaching others to believe it causes a lot of challenges and it is a waste of time. If technology is as successful in the classroom due to the fact that many teachers believe it to be; why do some students dislike it so much? So as to objectively respond to this query, 3 posts were examined. 2 out of those 3 relate how the use of technology in the classroom frustrates students while the previous one translates the notions of students who believe that technology in the classroom has responded to their needs.
So the issue isn’t that technology isn’t powerful but instead that some teachers will need to be mindful about technology use in the classroom and others will need to be trained to be able to correctly use technology to teach so that students don’t see technology as obstacle learning but as an enhancing tool. After summarizing the 3 posts which have been reviewed we will have the ability to prove that there are two groups of pupils who claim to dislike technology in the classroom: People that are improperly subjected to it by their instructor and those who didn’t give themselves enough time to familiarize themselves with it. We’ll then have the ability to reach the logical conclusion that those very same students would appreciate the significance of technology in the classroom when their teachers used it correctly.
Let us first summarize the content that we’re referring to. Students complain of technology making their teachers”less effective than they would be if they stuck to a lecture in the chalkboard” (Young) other issues associated with students include teachers wasting class time to teach about an internet tool or to flab using a projector or applications. When teachers are not knowledgeable about the technological tools, they’re most likely to waste more time attempting to utilize them the technological applications that are used the most based on pupils is PowerPoint. Students complain that teachers use it rather than the lesson plan. Many pupils explain that it makes learning harder”I predict it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to the faculty board before and after class and this motivates pupils to miss more classes.
Another problem reported in the article with using technology in the classrooms is that many schools spend some time training their employees about how to use a specific technology but it doesn’t instruct them on”approaches to utilize them well” (Young). The author believed that schools must also give little monetary incentives to professors and teachers to attend workshops the complains were about the abuse of PowerPoint’s and the fact that teachers use it to recite what is on the scale. Another criticism was that teachers that are not familiar with technology often waste class time as they spend more time troubleshooting than teaching. The final complaint said is that some teachers require students to comment on online chat rooms per week but they don’t track the outcome or not make reference to the conversation in class.
Likewise, the article”I am not a computer person” (Lohnes 2013) speaks to how students’ expectations so far as technology is concerned is quite different. In a study done with 34 undergraduate university students, they advise that technology is an essential component of a college students life since they have to perform must all online from applying for college or college, hunting and registering for courses, pay tuition and in addition to being incorporated in the government, etc.. technology is also widely utilized to teach and is appreciated by higher education. Those students, however, believe technology poses a barrier to achievement as they struggle to align with the ways the institution values technology.
A student explains that technology is utilized in her freshman year to turn in assignments, participate in discussion boards and blogs, emailing the professor, watching grades, and for a vast assortment of another administrative job including monitoring another school bus. This specific student whose name is Nichole says that she doesn’t have a notebook but shares a household computer. She has a younger brother who also uses the computer to finish his school work so that she consequently must stay up late to finish assignments. She says”technology and that I? We never had that link” (Lohnes). Nichole dislikes the fact that her school requests that she had more contact with technology than she is conformable with. Nonetheless, she explains that as she began doing those college online assignments so often she came to realize they weren’t that bad.