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.
Nowadays schools have many resources available to instruct their students thanks to the advancement of technology. Interactive videos, exercises online and complementary material are available for everyone with an internet connection. All these resources represent an improvement in terms of tools available for students, however some people think that these technologies distract from real learning.
Computers and the spread of internet connection allow schools to offer courses, exercises to practice the material students are learning and giving feedback in a more efficient way. In some rural school it is hard for students assist to school every day for different reasons. For example, students live far away and it takes several hours to commute, and in other cases when the weather is not good, roads are not able to be used. In these situations, new innovations allow students to keep learning in their homes. Without these new technologies students would have lost a day of learning.
New technologies are a good complement for learning as we mentioned before for rural schools. However, there are different students from different ages and backgrounds and the old school learning system with a real teacher in front of the classroom cannot be replaced. When six year old students are learning the alphabet and how to count in primary school, the positive influence of a teacher and the interaction with their peers have a vital importance. Online material can be used to complement what students learn in their classroom.
Additionally, it is important to offer students guidance of how to use computers and internet in an efficient way. In the past, our parents used to look at dictionaries or encyclopedias and go to the library to do their homework. Nowadays students can find all the material on internet, just browsing from their homes. However, on internet you can find useful material, but also a lot of distraction such as games, unrelated videos in Youtube and music. It is important that teachers give students guidance of which websites visit, and parents control how they children use internet. For adult learners just be aware of the time they spend on internet and try to allocate time to learn and avoid browse unrelated material during studying time.
In conclusion, computers and internet offer a great learning opportunity for everyone. However, we also have to be aware of the risks such as spending time browsing unrelated material and the loss of real interaction with our colleagues and classmates. As a consequence, computers and new technologies have to be used with care, and in many cases, as we mentioned in primary school, it is a complementary tool but cannot replace the school environment.
- 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 agr 66
- The following appeared in a memo from the owner of a chain of cheese stores located throughout the United States."For many years all the stores in our chain have stocked a wide variety of both domestic and imported cheeses. Last year, however, all of 82
Grammar and spelling errors:
Line 7, column 95, Rule ID: IN_A_X_MANNER[1]
Message: Consider replacing "in an efficient way" with adverb for "efficient"; eg, "in a hasty manner" with "hastily".
...ce of how to use computers and internet in an efficient way. In the past, our parents used to look ...
^^^^^^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, but, however, if, look, so, for example, in conclusion, such as, in many cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 17.0 19.5258426966 87% => OK
Auxiliary verbs: 6.0 12.4196629213 48% => OK
Conjunction : 23.0 14.8657303371 155% => OK
Relative clauses : 5.0 11.3162921348 44% => More relative clauses wanted.
Pronoun: 25.0 33.0505617978 76% => OK
Preposition: 61.0 58.6224719101 104% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2301.0 2235.4752809 103% => OK
No of words: 442.0 442.535393258 100% => OK
Chars per words: 5.20588235294 5.05705443957 103% => OK
Fourth root words length: 4.58517132086 4.55969084622 101% => OK
Word Length SD: 2.88972752583 2.79657885939 103% => OK
Unique words: 203.0 215.323595506 94% => More unique words wanted.
Unique words percentage: 0.4592760181 0.4932671777 93% => More unique words wanted or less content wanted.
syllable_count: 713.7 704.065955056 101% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 5.0 6.24550561798 80% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 21.0 20.2370786517 104% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 38.5448468076 60.3974514979 64% => OK
Chars per sentence: 109.571428571 118.986275619 92% => OK
Words per sentence: 21.0476190476 23.4991977007 90% => OK
Discourse Markers: 4.0 5.21951772744 77% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 1.0 7.80617977528 13% => OK
Sentences with positive sentiment : 10.0 10.2758426966 97% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 5.0 4.83258426966 103% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.201989985925 0.243740707755 83% => OK
Sentence topic coherence: 0.0663669056584 0.0831039109588 80% => OK
Sentence topic coherence SD: 0.0519866655731 0.0758088955206 69% => OK
Paragraph topic coherence: 0.119779091563 0.150359130593 80% => OK
Paragraph topic coherence SD: 0.0444401855354 0.0667264976115 67% => OK
Essay readability:
automated_readability_index: 13.6 14.1392134831 96% => OK
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.94 12.1639044944 106% => OK
dale_chall_readability_score: 8.0 8.38706741573 95% => OK
difficult_words: 93.0 100.480337079 93% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 66.0 out of 100
Scores by essay e-grader: 4 Out of 6
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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.