Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
In recent times, technology has become an integral part of our lives. One can find technology in each and every activity one performs. Technologies like smartphones, the internet, and social networks have brought us close together and made the world a small place. Technological advancements have also introduced new tools to facilitate teaching. While some people feel that the new tools assist students to understand the material better others argue that technology has only distracted students in classrooms. While technology can be distracting, I do not completely agree with the claim as schools have also taken steps to reduce distraction.
New technological tools of video, internet, and computers have transformed the way in which students interact with the study material. Students no longer need to arduously read thick textbooks to gain knowledge. Teachers are using tools like educational videos to impart knowledge in a more interesting manner. The recent developments in augmented reality technologies by companies like MagicLeap have enabled students to actually interact with the digital scientific models like human skeletons, embedded in our reality. Students can now perform chemistry lab experiments in a virtual lab thereby reducing safety concerns. Technology has surely succeeded in grabbing the attention of students in classrooms.
While technology has surely captured students' attention, access to computers and the internet has also had adverse effects. As widely known, the internet is a place with tremendous noise where one can effectively waste hours without realizing it. The unrestricted access to the internet and the ability to play games on computers has served as a distraction for students in the classroom. Many times, students can be caught surfing social media sites like Facebook and Twitter when they are supposed to be going through classroom material. Many students can also be found playing video games on school’s computers instead of using the educational programs available. Unrestricted use of technology in the classroom has agreeably distracted students but schools have taken several steps to mitigate these distractions.
Talking of reducing distraction due to technology in the classroom, the school I studied allowed only restricted usage of the internet. Social media websites like Facebook were banned within the campus premises. The computers in the school also required authorization to install new programs, games thereby ensuring only educational content was accessible using the computers. These steps certainly reduced the distraction in classrooms as students could only access sites and programs relevant to their courses. This way they were able to take advantage of the benefits offered by technology while keeping distractions at bay.
To conclude, it is not the technology itself that distracts students, but how students use the technological tools provided to them to that dictates real learning. There are significant positive effects of using technology in classrooms and many schools do take necessary measures to keep distractions at a minimum. In this context, one can say that technology in classrooms is not distracting if used effectively.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-17 | AC1990 | 62 | view |
| 2020-01-17 | AC1990 | 54 | view |
| 2019-12-25 | m_cobanera@yahoo.com.ar | 66 | view |
| 2019-12-17 | Isabella1027 | 75 | view |
| 2019-10-17 | mors | 50 | view |
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Grammar and spelling errors:
Line 1, column 348, Rule ID: SENTENCE_FRAGMENT[1]
Message: “While” at the beginning of a sentence requires a 2nd clause. Maybe a comma, question or exclamation mark is missing, or the sentence is incomplete and should be joined with the following sentence.
...duced new tools to facilitate teaching. While some people feel that the new tools ass...
^^^^^
Transition Words or Phrases used:
actually, also, but, if, so, while, talking of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 13.0 19.5258426966 67% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 21.0 33.0505617978 64% => OK
Preposition: 67.0 58.6224719101 114% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2760.0 2235.4752809 123% => OK
No of words: 488.0 442.535393258 110% => OK
Chars per words: 5.65573770492 5.05705443957 112% => OK
Fourth root words length: 4.70007681154 4.55969084622 103% => OK
Word Length SD: 3.01535684144 2.79657885939 108% => OK
Unique words: 254.0 215.323595506 118% => OK
Unique words percentage: 0.520491803279 0.4932671777 106% => OK
syllable_count: 854.1 704.065955056 121% => OK
avg_syllables_per_word: 1.8 1.59117977528 113% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 26.0 20.2370786517 128% => OK
Sentence length: 18.0 23.0359550562 78% => The Avg. Sentence Length is relatively short.
Sentence length SD: 34.9266560348 60.3974514979 58% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 106.153846154 118.986275619 89% => OK
Words per sentence: 18.7692307692 23.4991977007 80% => OK
Discourse Markers: 1.76923076923 5.21951772744 34% => More transition words/phrases wanted.
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.14338258799 0.243740707755 59% => OK
Sentence topic coherence: 0.0474425355616 0.0831039109588 57% => OK
Sentence topic coherence SD: 0.0369428781915 0.0758088955206 49% => Sentences are similar to each other.
Paragraph topic coherence: 0.0934409284016 0.150359130593 62% => OK
Paragraph topic coherence SD: 0.0240686024411 0.0667264976115 36% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.
Essay readability:
automated_readability_index: 14.6 14.1392134831 103% => OK
flesch_reading_ease: 36.28 48.8420337079 74% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.7 12.1743820225 104% => OK
coleman_liau_index: 15.55 12.1639044944 128% => OK
dale_chall_readability_score: 9.29 8.38706741573 111% => OK
difficult_words: 147.0 100.480337079 146% => OK
linsear_write_formula: 10.5 11.8971910112 88% => OK
gunning_fog: 9.2 11.2143820225 82% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
---------------------
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
---------------------
Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.