The question of whether or not using technology in the classroom is beneficial has recently become contentious. Others believe that the use of technology in the classroom creates too many problems and is a waste of time, despite the fact that many students and instructors believe that it is best to use technology since it helps education. If using technology in the classroom is as beneficial as many educators think it to be, then why do some students have such a strong aversion to using it?
In order to provide a response that is impartial to this inquiry, three articles were investigated. Two out of the three explain how the use of technology in the classroom irritates students, but the third one conveys the opinions of students who feel that the use of technology in the classroom has answered their needs. So, the problem isn’t that technology doesn’t work. The problem is that some teachers need to be careful about how they use technology in the classroom, and other teachers need to be trained on how to use technology to teach so that students don’t see it as a barrier to learning but as a tool that helps them learn.
After we have summarised the three articles that have been examined, we will be in a position to prove that there are two groups of students who claim to dislike technology in the classroom. The first group consists of students whose teachers exposed them to the technology in an inappropriate manner, and the second group consists of students who did not give themselves sufficient time to become familiar with the technology. After that, we will be able to arrive at the obvious conclusion that the same pupils would see the need to make effective use of technology in the classroom if their professors did it in the appropriate manner. First, let’s provide a brief summary of the items that we will be discussing.
Students complain that technology is making their teachers “less effective than they would be if they stuck to a lecture at the chalkboard” (Young). Other problems related to students include teachers wasting class time to teach about a web tool or to fib with a projector or software. The article “When good technology means bad teaching” discussed the fact that many students believe that teachers and professors use technology as a way to show off.
The author of the piece believed that schools should also give small monetary incentives to teachers and professors to attend workshops. This was another problem that was reported in the article regarding the use of technology in classrooms. Many schools spend time training their staff about how to use a particular technology. However, this training does not train them on “strategies to use them well” (Young).
In an interview that was conducted with thirteen students, “some gave their teacher a failing grade when it came to using Power Point, course management systems, and other classroom technology” (Young). Some of the complaints were again about the misuse of PowerPoint and the fact that instructors use it to recite what’s on the scale. Another complaint was that teachers who are unfamiliar with technology often waste class time as they spend more time troubleshooting than teaching. The final complaint was that teachers who are unfamiliar with technology often waste class time because they
In a similar vein, the article “I’m not a computer person” (Lohnes 2013) discusses the fact that students have very different expectations when it comes to the use of technology. The respondents in this study advised that technology is an essential part of a university student’s life because they are required to do almost everything online, including searching for and registering for classes as well as paying tuition. Also, the people who answered said that technology is an important part of a college student’s life because,
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