The effectiveness of technology use in the classroom has turned into a controversial issue. While many teachers and students believe it’s best to utilize technology because it enhances teaching numerous others feel so it causes way too many challenges and that it is a waste of time. If technology is as effective in the classroom as numerous teachers believe it to be; why do some students dislike it so much?
To be able to objectively respond to this question, 3 articles were examined. 2 out of the 3 relate how the usage of technology in the classroom frustrates students while the final one translates the thoughts of students who believe technology in the classroom has responded to their need. So the problem is not too technology isn’t effective but alternatively that some teachers must be mindful about technology use in the classroom and others must be trained to be able to properly use technology to show to ensure that students don’t view technology as obstruction learning but being an enhancing tool.
After summarizing the 3 articles which have been reviewed we will be able to prove that there are 2 sets of students who claim to dislike technology in the classroom: Write for Us Technology Those who find themselves improperly exposed to it by their teacher and those that didn’t give themselves enough time and energy to familiarize themselves with it. We will likely then have the ability to arrive at the logical conclusion that those same students would appreciate the worth of technology in the classroom if their teachers tried it properly. Let’s first summarize the articles that we are referring to.
This article “When good technology means bad teaching related that many students believe teachers and professor use technology as a way showing off. Students complain of technology making their teachers “less effective than they’d be should they stuck to an address at the chalkboard” (Young) other problems related by students include teachers wasting class time and energy to teach about a web tool or even to flab with a projector or software. When teachers are new to the technological tools, they are likely to waist additional time trying to use them the technological software that’s used the most according to students is PowerPoint. Students complain that teachers utilize it instead of their lesson plan. Many students explain so it makes understanding more difficult “I call it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to the school board before and after class and this encourages students to miss more classes.
Another problem reported in this article with the usage of technology in the classrooms is that many schools spend some time to coach their staff about how precisely to use a particular technology but it doesn’t train them on “strategies to use them well” (Young). The writer believed that schools should also give small monetary incentives to teachers and professors to go to workshops.
In a interview made out of 13 students, “some gave their teacher an a deep failing when it came to using Power Point, Course Management systems and other classroom technology” (Young ) some of the complains were again concerning the misuse of PowerPoint’s and the fact that instructors utilize it to recite what’s on the scale. Another complaint was that teachers who’re new to technology often waste class time because they spend more time troubleshooting than teaching. The final complain mentioned is that some teachers require students to discuss online chat rooms weekly but that they don’t monitor the results or never make mention of the the discussion in class.
Similarly, this article “I’m not just a computer person” (Lohnes 2013) speaks to the fact that students expectations in terms of technology is concerned is very different. In a study completed with 34 undergraduate university students, they propose that technology is an integrated element of a university students life since they have to do must everything online from applying for college or university, searching and registering for classes, pay tuition and that along with being integrated in the administration, etc. technology can also be popular to show and is valued by higher education.
Those students, however, believe technology poses a barrier to success because they battle to align with the ways in which the institution values technology.” Students explains that technology is utilized in her freshman year to turn in assignments, participate in discussion boards and blogs, emailing the professor, viewing grades and for a wide selection of other administrative task including tracking the next school bus. This kind of student whose name is Nichole says that she doesn’t own a laptop but shares a household computer. She includes a younger brother who also uses the computer to accomplish his school work so she consequently has to keep up late to accomplish assignments. She states “technology and I? We never had that connection” (Lohnes). Nichole dislikes the fact that her college requests that she had more experience of technology than she’s conformable with. Nonetheless, she explains that as she started doing those school online assignments so frequently she came to realize that they were not too bad.
One of her issues though with technology is that she had originate from Puerto Rico about a year prior entering college and that she never had to use the computer so much there. The articles relates that other college students like Nichole have admitted that they’re “reluctant technology users” (Lohnes) This article wants to explain, basically, that although many people would expect that college students prefer technology and are actually knowledgeable about it,” that assumption is faulty” (Lohnes).