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.
The statement mentions that technology like internet and videos can distract students from learning which is not true most of the times because every student has a choice to use it for learning or for entertainment. Schools administers can suggest regulation programs to control the technology distraction.
First of all, we cannot ignore the numerous positive learning consequences by using technology. For example, imagine a country, Iran, where there was not internet to help students to understand textbook contents better. Consider how much easier it could be for students to study with innovations like teaching websites. It is obvious that technology can bring an opportunity for teachers to teach their concepts better to students.
Additionally, depending on the concept everybody can study better by using different modernization methods. For example, it is easier for some students to understand textbooks’ concepts by reading different articles, research papers, online books, and online flash cards. Also, some students are more comfortable to learn with watching videos and movies, and seeing pictures. No matter what is the teaching concept and how students are able to learn, innovations like Internet and computes have brought many ways for teachers to teach more efficient and for students to learn deeper.
On the contrary, some teachers and parents believe that unlimited use of Internet is not good because it can be a distraction in schools. Obviously, students who spend a lot of their time playing video games, checking their Facebook, and chatting online cannot focus on their studying; however, we cannot blame the technology. There are always two sides of technology which can be positive or negative. Students who choose to use those technologies for studying purpose are able to learn. On the other hand, students who use an internet for entertainment can slow down their learning time. In addition, schools can easily install especial programs to filter video games, websites, and Facebook.
In conclusion, Students should use innovations like Internet and videos which can improve teaching and learning techniques. It is obvious that students can get extra help from different online websites to learn deeper. In case of distraction, schools can have regulation programs to guide and monitor students.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-07-28 | qsdzlbnwtpzecdeugi | 33 | view |
| 2024-02-19 | Zahid6400 | 75 | view |
| 2024-01-19 | rimpiG | 54 | view |
| 2023-11-09 | Feiyang Wang | 79 | view |
| 2023-08-05 | weonalaz | 58 | view |
- 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 66
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- Educational institutions should actively encourage their students to choose fields of study that will prepare them for lucrative careers Write a response in which you discuss the extent to which you agree or disagree with the claim In developing and suppo 50
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Transition Words or Phrases used:
also, first, however, if, so, for example, in addition, in conclusion, first of all, on the contrary, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 19.5258426966 72% => OK
Auxiliary verbs: 16.0 12.4196629213 129% => OK
Conjunction : 15.0 14.8657303371 101% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 18.0 33.0505617978 54% => OK
Preposition: 43.0 58.6224719101 73% => OK
Nominalization: 10.0 12.9106741573 77% => OK
Performance on vocabulary words:
No of characters: 1977.0 2235.4752809 88% => OK
No of words: 362.0 442.535393258 82% => More content wanted.
Chars per words: 5.46132596685 5.05705443957 108% => OK
Fourth root words length: 4.36191444098 4.55969084622 96% => OK
Word Length SD: 2.82899499141 2.79657885939 101% => OK
Unique words: 180.0 215.323595506 84% => More unique words wanted.
Unique words percentage: 0.497237569061 0.4932671777 101% => OK
syllable_count: 595.8 704.065955056 85% => 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: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 19.0 23.0359550562 82% => The Avg. Sentence Length is relatively short.
Sentence length SD: 40.6681727769 60.3974514979 67% => OK
Chars per sentence: 104.052631579 118.986275619 87% => OK
Words per sentence: 19.0526315789 23.4991977007 81% => OK
Discourse Markers: 6.26315789474 5.21951772744 120% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 14.0 10.2758426966 136% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.234726530029 0.243740707755 96% => OK
Sentence topic coherence: 0.0856011765712 0.0831039109588 103% => OK
Sentence topic coherence SD: 0.0632893823946 0.0758088955206 83% => OK
Paragraph topic coherence: 0.164016936737 0.150359130593 109% => OK
Paragraph topic coherence SD: 0.0454072924163 0.0667264976115 68% => OK
Essay readability:
automated_readability_index: 13.8 14.1392134831 98% => OK
flesch_reading_ease: 52.19 48.8420337079 107% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 14.39 12.1639044944 118% => OK
dale_chall_readability_score: 8.55 8.38706741573 102% => OK
difficult_words: 91.0 100.480337079 91% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 9.6 11.2143820225 86% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.