The effectiveness of technology use in the classroom has become a controversial issue. While many teachers and students feel that be certain to use technology because it enhances teaching others feel that it causes too many challenges and that must be a waste of time. If technology is often as effective in the classroom as many teachers believe it that they are; why do some students dislike it a great deal of?
In order to objectively respond to that question, 3 articles were examined. 2 away from the 3 relate how the use of technology while in the classroom frustrates students while the continue one translates the thoughts of students who feel like technology in the classroom has taken care of immediately their need. So the issue isn’t that technology is not effective but rather that some teachers has to be mindful about technology use in the classroom and others has to be trained in order to properly use technology to explain so that students do not perspective technology as obstruction learning but for an enhancing tool.
After summarizing the 3 articles that have been reviewed we will prove that there are 2 groups of students who claim to dislike technology while in the classroom: Those who are improperly already familiar with it by their teacher and individuals that did not give themselves enough time for them to familiarize themselves with it. We will then consider getting to the logical conclusion that those same students would appreciate the additional value of technology in the classroom if perhaps their teachers used it properly. I want to first summarize the articles that we’re also referring to.
The article “When good technology means bad teaching related that a great many students feel that teachers and professor use technology that allows you to show off. Students complain of technology making their teachers “less effective than we can be if they stuck to a lecture along at the chalkboard” (Young) other challenges related by students include teachers wasting class time for them to teach about a web tool or even flab with a projector or program. When teachers are unfamiliar with a technological tools, they are likely to waist more of their time trying to use them the technological software that is definitely used the most according to scholars is PowerPoint. Students complain that teachers make use of it instead of their lesson plan. Many students explain not wearing running shoes makes understanding more difficult “I get in touch with it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to your school board before and after class this encourages students to miss more tuition.
Another problem reported in the article with technology in the classrooms is that a great many schools spend time to train their staff about how to use a particular technology but it does not train them on “strategies to implement them well” (Young). The writer believed that schools might also want to give small monetary incentives to teachers and professors to wait workshops.
In an interview made by using 13 students, “some gave their teacher a failing when it arrived at using Power Point, Course Management systems and other classroom technology” (Young) several of the complains were again about the misuse of PowerPoint’s and that instructors use it to recite what’s to the scale. Another complaint was that teachers who sadly are unfamiliar with technology often waste class time as they quite simply spend more time troubleshooting than helping. The last complain mentioned is this some teachers require students to investigate online chat rooms weekly but that they just do not monitor the outcome or never consider the discussion in class.
Similarly, the article “I’m not a laptop person” (Lohnes 2013) speaks to that students expectations as far as technology is concerned is very different. In a study finished 34 undergraduate university students, they advise that technology is an inclusive part of a university students life because plants do must everything online from applying for university or college, searching and registering for classes, pay tuition and that and also being integrated in the administration, etc. technology is likewise widely used to teach and is valued by degree.
Those students, however, feel that technology poses a barrier to success as they quite simply struggle to align with the ways in which the institution values technology. ” Students explains that technology is used in her freshman year to show in assignments, participate in discussion discussion boards and blogs, emailing the professor, viewing grades and for a number of other administrative task including tracking our next school bus. This particular student whose name is Nichole says that she would not own a laptop but shares kids computer. She has a younger brother who also uses the computer in order to complete his school work so she consequently is required to stay up late to complete challenges. She states “technology and I? Most people never had that connection” (Lohnes). Nichole dislikes that her college requests that she had more contact with technology than she is conformable by using. Nonetheless, she explains that as she going doing those school online assignments so frequently she arrived at realize that they were not this bad.
One of her issues though by using technology is that she had because of Puerto Rico about a year prior entering college and the she never had to use the computer a great deal of there. The articles relates that other individuals like Nichole have admitted potentially they are “reluctant technology users” (Lohnes) Your content wants to explain, in essence, that although the majority would expect that college students prefer technology and are generally already familiar with it, ” this assumption is faulty” (Lohnes).
On the flip side, the article “What Screenagers Say Pertaining to… ” High school age students were asked of what they thought of technology but a lot of expressed liking it. One of these folks said about PowerPoint: “My history teacher did an effective job with Power Points. He would probably put them online, which made for wonderful reviews. ” (Screneagers, 2011) Others expressed how technology became who they are and that teachers should understand such as that when they text in training, they are not being rude but that they’ve gotten used to multi tasking. Another student invites teachers to not ever be afraid of technology “Teachers will not be afraid of technology. Understand that it’s the way you live our lives. So don’t just simply push it out. Learn to take care of us and how we work. inches (Screenagers, 2011)
Another undergraduate however, expressed how she prefers simpler technology that her teacher is comfortable with rather than high tech that the teacher would not manipulate well “The most important thing for teachers has been to be comfortable with what they’re using. It doesn’t end up being super high tech. My math coach used a projector, and it was an example of my favorite classes. Then I would pay a visit to this other class where the teacher used Power Points as well as SMART board, but I didn’t get any more from the jawhorse because she wasn’t comfortable with a technology” (Screenagers, 2011) Students spoke about their appreciation for adjust types of technology used in a classroom. Another said “One of this teachers used Skype. That’s face-to-face connections. If I had a problem by using some math problem I was perfecting, I could take a picture of it and rub it the Skype screen. She could find where I was making my slip-up. It really helped. ” (Screenagers, 2011) Fundamentally that those high school students want to let teachers know that they really like technology and that must be already a great part of its daily routine but that it needed to be used properly in order for the theifs to enjoy it.
Similarly, they summarize one or two things that they dislike as perfectly. Among the list, they said: reading via my pc, paying a lot for an online textbook and that they often forget everything else every time they get caught up with using know-how.
Nonetheless, they had much more positive things they liked in technology such as that some teachers would text a question to think about before class, so if they just do not know they answer, they would speak to classmates to discuss the possibility for any answer before class. This allows them to consult with class prepared. They also like working with Skype, emailing their teachers instead of visiting speak to them in person. Additionally enjoy discussion boards. The advice they wish to convey to their teachers is to be certain that they are comfortable with whatever technological tools they can be using, to give them more freedom to implement the good sites and those in the centre range when they are surfing the online using school computers and to understand or know that technology is part of their everyday life.
After summarizing those articles, we can observe that the students mentioned in Youngs, 2004 dislike technology because their experience along with it was not satisfactory. In other stipulations, a group of students dislike technology because some teachers are usually not mindful about technology use or they have additional training. For example, some students are frustrated for the reason that feel that instructors waist their time every time they are not properly trained to use a technological tools. Others disliked the incontrovertible fact that some teachers had PowerPoint presentations that were either not meaningful or they would probably just read whatever they wrote plus add no additional comments. Those instances are called “bad teaching (Little, 2004) and they are the fact is terrible examples that teachers should not follow because technology will not be meant to help teachers do the smallest amount work or to adopt poor helping practices. Somme students related that PowerPoint was key by teachers so they even get in touch with it PowerPoint abuse.
I can refer to what is being expressed by all those students. I observed a Teaching Tool teach a grammar class recently. He purchased a computer device to allow him to monitor a screen without touching the computer. He surely could walk throughout the class while switching slides. It all looked so impressive but despite considerable time show, students were left so confused in the end of the lesson. When they expected questions, he went back to the move that had the grammar rule and read it over to the class. The PowerPoint was a duplication of your textbook chapter. The same examples of your book were used. At the end of your course, he felt that he had done an awesome PowerPoint when in fact, it wasn’t meaningful. It was a copy/paste project with the text book to the screen. This example shows that discovered use common sense when using know-how. When teaching grammar, a teacher has youngster should be come up with examples other than those while in the book, you have to write to the board, have student practice what they may have learned. PowerPoint use was a serious bad idea, in my opinion, for teaching this training manual. It was just not the right technological tool for any lesson.
Students in that class may decide how they hate Power Points because it confuses these folks more while the issue is not with PowerPoint but instead with the teacher’s poor personal choice of technology. The point I also prefer to make here is that teachers may sometimes be unacquainted with their improper use of technology. That’s why, as educators, we sometimes need to ask students with regard to their feedback so we may make modifications where needed.
We can then conclude that those students dislike technology resulting from improper technological use by teachers, and also because many teachers never attend workshops or training sessions to support them obtain a broader knowledge of technology being so busy. Like suggest (Youngs, 2004) plus (Lohnes, 2012), those same busy teachers can be attended those trainings if there received an incentive. In the article “Technology Standards inside of a Third-Grade Classroom” (Kovalik, 2001), its related how a study done for a 3rd grade class of 25 proved that students were properly using know-how. There is no indication that all those students dislike using technology. The article also mentioned that this teachers were highly trained because a Ohio board pays incentive to teachers to get involved in technology training which teaching them but not only how to use technology by teaches them strategies on when to implement them.
Boards from other states should consider doing the same principal to ensure that their teachers are responding to the technological need of their students and they are teaching them according to a standards. The Ohio school mentioned above met the standards as long as technology is concerned because of the technology coaching received by teachers. If teachers learn how to properly use technology while in the classroom, it will be a less frustrating experience to deal with and for the student who will lower the probability that dislike technology since it will meet its purpose for boosting teaching.
The other groups of students who dislike technology are individuals that were not exposed to it to get long enough. The College Freshman, Nichole advises that she wasn’t exposed to so much technology while she was in high school in her home place; consequently, it seemed to be a weight to her to have to here is a computer to complete most of her school assignments and to interact with her classmate in a discussion board. What is interesting though is that even if she claimed to dislike technology a great deal of, she advised that once she began to spend so much time using them, she realizes that it is few bad. Even though it is likely that some people despise the telephone and texting so a great deal, the computer and some website became part of most people daily workout. In Nichole’s case, she does not own a laptop and has now to wait for her turn to use the family computer which means she has no attachment to this media because her make use of it is controlled. However, once she gets to own her own computer, it is actually a guaranteed that her view of technology determines.
I returned to school after pertaining to 12 years. When I was in college the first time around, nothing was electronic but whenever i contacted USF to apply, they smiled and told me that everything was online. At initially, I asked why everything was online but once Manged to get used to it, I started to understand the value of owning the convenience to do several things without having to live my dwelling.
Therefore, Nichole will certainly not continue to keep dislike technology that much once she gets more familiar and many more attached to it. The fact is that she stated that she began to realize that it was not that bad once she started completing this task many assignments. She came to the final outcome that the computer was not yet somebody but that it was no more an enemy; it became to the girl’s an acquaintance.
With this understanding, depending on the background of quite a few ELL students and depending on if they were exposed to technology in their home country, they may not like technology at first but this ought not to be a sign that they will never reach appreciated it. As teacher, we will surely have to allow them time to familiarize themselves along with it while we continue to properly make use of it so that we do not ally against it or involuntary send missed more knowledge about its true value.