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.
With the onset of technology, tools such as computers, projectors and tablets have taken the place of the humble blackboards and books. Though video, computers, and the Internet have revolutionized educational practices, their impact on students' attention spans and focus necessitates a careful balance between incorporating technology and preserving traditional teaching methods. As these technologies have become a part of my own curriculum, I do find them to be a distraction for me personally. To support my stance, I would like to elaborate with a couple of examples.
Due to the advancement of numerous internet applications and specifically Youtube, there are many videos on the internet that provide you with courses or lectures on each and every topic in any curriculum or field of study. This is such an advantage for so many people, especially the less fortunate who cannot afford education. But of course, with its advantages comes its disadvantages. Youtube recommendations are one of the primary source of distractions for many individuals using the application. It suggests multiple videos, with attractive thumbnails that quickly make an individual click on it, and when you realise it, you have already gone down the rabbit hole of watching videos not related to the lecture or topic you were learning.
The mobile phone is another device which is very useful for learning topics on the go. But with the increase of social media and entertainment services apps, it is extremely difficult to stay concentrated for more than 10 minutes at a time. While reading a books, article or watching a recorded lecture, any notification that pops up, the human mind has a tendency to open it. For students in university, which mostly allows students to carry their phones to college, students tend to not pay attention to the lecturer and would rather spend their time scrolling through social media.
There could also be many long-term effects of using technology as tools for learning in addition to being distractions. These may include a shortened attention span, loss of critical reasoning skills and increased social anxiety. Technology confines ones’ education to oneself, instead of widening it, or opening up the individual to newer experiences, social interactions and opportunities to communicate with their classmates. These are equally important aspects as learning the theory taught in the subject.
Technology, nonetheless, is a very important part of education. All the information that one could need is at their fingertips. It makes a teachers job easier, by making the class more interactive by adding audio and visual content to their teaching material. It engages the students even more and piques their interest in learning the subject. Computers, videos and the internet causes more of a distraction than it can be helpful.
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| 2023-11-09 | Feiyang Wang | 79 | view |
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Grammar and spelling errors:
Line 1, column 238, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
... educational practices, their impact on students attention spans and focus necessitates ...
^^^^^^^^
Line 3, column 256, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a book' or simply 'books'?
Suggestion: a book; books
...han 10 minutes at a time. While reading a books, article or watching a recorded lecture...
^^^^^^^
Transition Words or Phrases used:
also, but, if, may, nonetheless, so, while, as to, in addition, of course, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 8.0 12.4196629213 64% => OK
Conjunction : 22.0 14.8657303371 148% => OK
Relative clauses : 8.0 11.3162921348 71% => More relative clauses wanted.
Pronoun: 37.0 33.0505617978 112% => OK
Preposition: 58.0 58.6224719101 99% => OK
Nominalization: 15.0 12.9106741573 116% => OK
Performance on vocabulary words:
No of characters: 2407.0 2235.4752809 108% => OK
No of words: 453.0 442.535393258 102% => OK
Chars per words: 5.31346578366 5.05705443957 105% => OK
Fourth root words length: 4.61343653406 4.55969084622 101% => OK
Word Length SD: 3.04982047162 2.79657885939 109% => OK
Unique words: 260.0 215.323595506 121% => OK
Unique words percentage: 0.573951434879 0.4932671777 116% => OK
syllable_count: 765.9 704.065955056 109% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 11.0 6.24550561798 176% => OK
Article: 2.0 4.99550561798 40% => OK
Subordination: 3.0 3.10617977528 97% => OK
Conjunction: 5.0 1.77640449438 281% => Less conjunction wanted as sentence beginning.
Preposition: 6.0 4.38483146067 137% => OK
Performance on sentences:
How many sentences: 22.0 20.2370786517 109% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 57.4976104426 60.3974514979 95% => OK
Chars per sentence: 109.409090909 118.986275619 92% => OK
Words per sentence: 20.5909090909 23.4991977007 88% => OK
Discourse Markers: 3.72727272727 5.21951772744 71% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => 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: 0.186912755895 0.243740707755 77% => OK
Sentence topic coherence: 0.0490502461572 0.0831039109588 59% => OK
Sentence topic coherence SD: 0.0383554387737 0.0758088955206 51% => OK
Paragraph topic coherence: 0.0959811921636 0.150359130593 64% => OK
Paragraph topic coherence SD: 0.0215430956841 0.0667264976115 32% => 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: 13.9 14.1392134831 98% => OK
flesch_reading_ease: 42.72 48.8420337079 87% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 13.52 12.1639044944 111% => OK
dale_chall_readability_score: 9.61 8.38706741573 115% => OK
difficult_words: 143.0 100.480337079 142% => OK
linsear_write_formula: 13.0 11.8971910112 109% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 14.0 11.7820224719 119% => OK
What are above readability scores?
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Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 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.