The effectiveness of technology use within the classroom has changed into a controversial issue. While many teachers and students feel that it’s best to utilize technology because it enhances teaching numerous others feel that it causes too many challenges and that it is a waste of time. If technology is really as effective in the classroom as much teachers believe it to be; why do some students dislike it so much?
To be able to objectively react to this question, 3 articles were examined. 2 from the 3 relate how the utilization of technology in the classroom frustrates students while the last one translates the thoughts of students who feel that technology in the classroom has responded to their need. So the issue is not that technology isn’t effective but rather that some teachers have to be mindful about technology use within the classroom and others have to be trained in order to properly use technology to teach to ensure that students do not view technology as obstruction learning but as an enhancing tool.
After summarizing the 3 articles which were reviewed we will have the ability to prove there are 2 sets of students who claim to dislike technology in the classroom: Those who are improperly subjected to it by their teacher and people who did not give themselves enough time for you to familiarize themselves with it. We will manage to get to the logical conclusion that those same students would appreciate the value of technology in the classroom if their teachers used it properly. Let us first summarize the articles that we are referring to.
This article “When good technology means bad teaching related that lots of students feel that teachers and professor use technology as a way to show off. Students complain of technology making their teachers “less effective than they would be when they stuck to an address at the chalkboard” (Young) other problems related by students include teachers wasting class time for you to teach about a net tool or even to flab with a projector or software. When teachers are new to the technological tools, they will likely waist more time trying to use them the technological software that’s used probably the most based on students is PowerPoint. Students complain that teachers utilize it instead of their lesson plan. Many students explain that it makes understanding harder “I call it PowerPoint abuse” (Young). Professors also post their Write for Us Technology PowerPoint Presentation to the college board before and after class and this encourages students to miss more classes.
Another problem reported in the content with the utilization of technology in the classrooms is that lots of schools spend time to teach their staff about how to utilize a particular technology but it generally does not train them on “strategies to use them well” (Young). The writer thought that schools also needs to give small monetary incentives to teachers and professors to attend workshops.
Within an interview created using 13 students, “some gave their teacher a failing when it came to using Power Point, Course Management systems and other classroom technology” (Young ) a number of the complains were again in regards to 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 past complain mentioned is that some teachers require students to discuss online chat rooms weekly but that they do not monitor the end result or never make reference to the discussion in class.
Similarly, the content “I’m not really a computer person” (Lohnes 2013) speaks to the fact that students expectations in terms of technology is worried is very different. In a study done with 34 undergraduate university students, they advise that technology is a built-in section of a university students life simply because they want 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 is also trusted to teach and is valued by higher education.
Those students, however, feel that technology poses a barrier to success because they struggle to align with the ways in that your institution values technology.” Students explains that technology is found in her freshman year to turn in assignments, participate in discussion boards and blogs, emailing the professor, viewing grades and for a wide range of other administrative task including tracking another school bus. This specific student whose name is Nichole says that she does not own a notebook but shares a household computer. She features a younger brother who also uses the computer to perform his school work so she consequently has to keep up late to perform assignments. She states “technology and I? We never had that connection” (Lohnes). Nichole dislikes the fact that her college requests that she had more contact with technology than she is conformable with. Nonetheless, she explains that as she started doing those school online assignments so frequently she came to understand that they were not that bad.
Among her issues though with technology is that she had originate from Puerto Rico of a year prior entering college and that she never had to utilize 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, essentially, that although many people would expect that college students prefer technology and happen to be knowledgeable about it,” that assumption is faulty” (Lohnes).