If Technology Is Effective in the Classroom – Why Do Some Students Dislike It So Much?

The effectiveness of expertise use in the classroom has change into a controversial problem. While many lecturers and college students really feel that it is best to make use of expertise as a result of it enhances instructing many others really feel that it causes too many challenges and that it’s a waste of time. If expertise is as efficient in the classroom as many lecturers consider it to be; why do some college students dislike it a lot?

In order to objectively reply to this query, three articles have been examined. 2 out of the three relate how the use of expertise in the classroom frustrates college students whereas the final one interprets the ideas of scholars who really feel that expertise in the classroom has responded to their want. So the problem just isn’t that expertise just isn’t efficient however reasonably that some lecturers must be conscious about expertise use in the classroom and others must be skilled in order to correctly use expertise to show in order that college students don’t view expertise as obstruction studying however as an enhancing software.

After summarizing the three articles which were reviewed we will show that there are 2 teams of scholars who declare to dislike expertise in the classroom: Those who’re improperly uncovered to it by their instructor and people who didn’t give themselves sufficient time to familiarize themselves with it. We will then be capable of getting to the logical conclusion that those self-same college students would admire the worth of expertise in the classroom if their lecturers used it correctly. Let us first summarize the articles that we’re referring to.

The article “When good technology means bad teaching related that many students feel that teachers and professors use technology as a way to show off. Students complain of technology making their teachers “much less efficient than they’d be in the event that they caught to a lecture at the chalkboard” (Young) other problems related by students include teachers wasting class time to teach about a web tool or to flab with a projector or software. When teachers are unfamiliar with the technological tools, they are likely to waste more time trying to use them the technological software that is used the most according to students is PowerPoint. Students complain that teachers use it instead of their lesson plan. Many students explain that it makes understanding more difficult “I name it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to the school board before and after class and this encourages students to miss more classes.

Another problem reported in the article with the use of technology in the classrooms is that many schools spend time training their staff about how to use a particular technology but it does not train them on “methods to make use of them properly” (Young). The writer believed that schools should also give small monetary incentives to teachers and professors to attend workshops.

In an interview made with 13 students, “some gave their instructor a failing when it got here to utilizing PowerPoint, Course Management techniques and different classroom expertise” (Young ) some of the complains were again about the misuse of PowerPoint’s 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 last complaint mentioned is that some teachers require students to comment on online chat rooms weekly but that they do not monitor the outcome or never make reference to the discussion in class.

Similarly, the article “I’m not a pc individual” (Lohnes 2013) speaks to the fact that students’ expectations as far as technology is concerned is very different. In a study done with 34 undergraduate university students, they advise that technology is an integral part of a university students life because they have to do must everything online from applying for college or university, searching and registering for classes, pay tuition and that in addition to being integrated in the administration, etc. technology is also widely used to teach and is valued by higher education.

Those students, however, feel that technology poses a barrier to success as they struggle to align with the ways in which the institution values technology.” A scholar explains that expertise is used in her freshman yr to show in assignments, take part in dialogue boards and blogs, emailing the professor, viewing grades and for a variety of different administrative jobs together with monitoring the subsequent faculty bus. This specific scholar whose identity is Nichole says that she doesn’t personal a laptop computer, however, she shares a household pc. She has a youthful brother who additionally makes use of the pc to finish his faculty work so she consequently has to remain up late to finish assignments. She states “technology and me? We never had that connection” (Lohnes). Nichole dislikes the proven fact that her school requests that she had extra contact with expertise than she is conformable with. Nonetheless, she explains that as she began doing these faculty on-line assignments so incessantly she got here to comprehend that they weren’t that dangerous.

One of her points although with expertise is that she had come from Puerto Rico a couple of yr prior to getting into school and that she by no means had to make use of the pc a lot there. The articles relates that different school college students like Nichole have admitted that they’re “reluctant technology users” (Lohnes) The article desires to elucidate, in essence, that though most individuals would anticipate that school college students favor expertise and are already accustomed to it,” that assumption is faulty” (Lohnes).

On the different hand, the article “What Screenagers Say About… ” High faculty age college students have been requested about what they considered expertise however most expressed liking it. One of them stated about PowerPoint: “My history teacher did a good job with PowerPoints. He would put them online, which made for really great reviews.” (Screneagers, 2011) Others expressed how expertise was actually who they’re and that lecturers ought to perceive for instance that after they textual content in class, they don’t seem to be being impolite however that they’ve gotten used to multi-tasking. Another scholar invitations lecturers to not be afraid of expertise “Teachers shouldn’t be afraid of technology. Understand that it’s how we live our lives. So don’t just push it out. Learn to cope with us and how we work.” (Screenagers, 2011)

Another scholar nevertheless, expressed how she prefers easier expertise that her instructor is comfy with reasonably than excessive-tech that the instructor doesn’t manipulate properly “The most important thing for teachers is to be comfortable with what they’re using. It doesn’t have to be super high tech. My math teacher used a projector, and it was one of my favorite classes. Then I would go to this other class where the teacher used PowerPoints and the SMARTboard, but I didn’t get any more out of it because she wasn’t comfortable with the technology” (Screenagers, 2011) Students spoke about their appreciation for just about all kinds of expertise used in the classroom. Another stated “One of my teachers used Skype. That’s face-to-face interaction. If I had a problem with some math problem I was working on, I could take a picture of it and put it on the Skype screen. She could see where I was making my mistake. It really helped.” (Screenagers, 2011) The backside line is that these highschool college students wished to let lecturers know that they actually like expertise and that it’s already an awesome a part of their day by day routine however that it had for use correctly in order for them to take pleasure in it.

Similarly, they summarize just a few issues that they dislike as properly. Among the record, they stated: studying on the pc, paying rather a lot for an internet textbook and the proven fact that they typically neglect all the pieces else after they get caught up with utilizing expertise.

Nonetheless, that they had far more optimistic issues they appreciated in expertise like for instance that some lecturers would textual content a query for them to consider earlier than class, so in the event that they have no idea they reply, they’d talk with classmates to debate the risk for the reply earlier than class. This permits them to go to class ready. They additionally like utilizing Skype, emailing their lecturers as an alternative of going to talk to them in individual. They additionally take pleasure in dialogue boards. The recommendation they want to convey to their lecturers is to be sure that they’re comfy with no matter technological instruments they’re utilizing, to present them extra freedom to make use of the good websites and people in the center vary when they’re browsing the web utilizing faculty computer systems and to grasp that expertise is a part of their lives.

After summarizing these articles, we are able to see that the college students talked about in Youngs, 2004 dislike expertise as a result of their expertise with it was not passable. In different phrases, a gaggle of scholars dislikes expertise as a result of some lecturers who should not conscious about expertise use or they want further coaching. For instance, some college students are annoyed as a result of they really feel that instructors waist their time when they don’t seem to be correctly skilled to make use of the technological instruments. Others disliked the proven fact that some lecturers had PowerPoint displays that have been both not significant or they’d simply learn no matter what they wrote and add no further feedback. Those examples are referred to as “bad teaching (Young, 2004) and they are in fact terrible examples that teachers should not follow because technology is not meant to help teachers do the least work or to adopt poor teaching practices. Somme students related that PowerPoint was widely used by teachers so they even call it PowerPoint abuse.

I can relate to what is being expressed by those students. I observed a Teaching Assistant teach a grammar class recently. He purchased a device to allow him to monitor the screen without touching the computer. He was able to walk throughout the class while changing slides. It all looked so impressive but despite all of this show, students were left so confused at the end of the lesson. When they asked questions, he went back to the slide that had the grammar rule and read it over to the class. The PowerPoint was a duplication of the textbook chapter. The same examples of the book were used. At the end of the course, he felt that he had done a great PowerPoint when in fact, it was not meaningful. It was a copy/paste project from the textbook to the screen. This example shows that we need to use common sense when using technology. When teaching grammar, a teacher has to be able to come up with examples other than those in the book, you have to write on the board, have students practice what they have learned. PowerPoint use was a really bad idea, in my opinion, for teaching this course. It was just not the right technological tool for the lesson.

Students in that class may decide that they hate Power Points because it confuses them more while the issue is not with the use of PowerPoint but instead with the teacher’s poor choice of technology. The point I also want to make here is that teachers may sometimes be unaware of their improper use of technology. This is why, as educators, we sometimes need to ask students for their feedback so we may make corrections where needed.

We can then conclude that those students dislike technology as a result of improper technological use by teachers, and also because many teachers do not attend workshops or training sessions to help them obtain a broader knowledge of technology since they are so busy. Like suggest (Youngs, 2004) and (Lohnes, 2012), those same busy teachers would have attended those training if there were given an incentive. In the article “Technology Standards in a Third-Grade Classroom” (Kovalik, 2001), it is related to how a study done on a 3rd grade class of 25 showed that students were properly using technology. There is no indication that those students dislike using technology. The article also mentioned how the teachers were highly trained because the Ohio board pays incentives to teachers to participate in technology training which teaching them not only how to use technology by teaches them strategies on when to use them.

Boards from other states should consider doing the same thing to ensure that their teachers are responding to the technological need of their students and that they are teaching them according to the standards. The Ohio school mentioned above met the standards as far as technology is concerned because of the technology coaching received by the teachers. If teachers learn how to properly use technology in the classroom, it will be a less frustrating experience for them and for the student who will less likely dislike technology since it will meet its purpose to enhance teaching.

The other groups of students who dislike technology are those who were not exposed to it for long enough. The College Freshman, Nichole advises that she was not exposed to so much technology while she was in high school in her home country; consequently, it seemed to be a burden to her to have to need a computer to complete most of her school assignments but also to interact with her classmate via a discussion board. What is interesting though is that even though she claimed to dislike technology so much, she advised that once she started to spend so much time using it, she realizes that it is not so bad. Even though it is likely that some people do not like the telephone and texting so much, the computer and some websites have become part of most people’s daily routines. In Nichole’s case, she does not own a laptop and has to wait for her turn to use the family computer which means that she has no attachment to this media because her use of it is controlled. However, once she gets to own her own computer, it is guaranteed that her view of technology will change.

I returned to school after about 12 years. When I was in college the 1st time around, nothing was electronic but when I contacted USF to apply, they told me that everything was online. At first, I asked why everything was online but once I got used to it, I started to understand the value of having the convenience to do a lot of things without having to live my home.

Therefore, Nichole will certainly not continue to dislike technology that much once she gets more familiar and more attached to it. The fact is that she stated that she started to realize that it was not that bad once she started doing so many assignments. She came to the conclusion that the computer was not yet a friend but that it was no longer an enemy; it became her an acquaintance.

With this understanding, depending on the background of some ELL students and depending on whether or not they were exposed to technology in their home country, they may not like technology at first but this should not be a sign that they will never come to appreciate it. As a teacher, we will need to allow them time to familiarize themselves with it while we continue to properly use it so that we do not advocate against it or involuntary send missed information about its true value.

On the other hand, the last article testifies to the fact that the new generation is technology driven and that when used properly, the benefits from it in the classroom, there are several examples of how teachers originally used technology to teach which are appreciated by students. What should the conclusion be then?

We have proven that technology use is effective in the classroom but that teachers need to take some actions in order to make this tool useful to students. It is necessary that they received some training if they lack it, and like a student suggested in the Screenager article, they should refrain from using complicated tools if they are not sure about how to use them. It’s best to properly use something much simpler that they are familiar with like a high school student suggested.

In addition, it is important for teachers to screen the countless technological tools and to research them before introducing them to their teaching. Should they test some that do not work well, they have to stop using them and seek one that is more appropriate. Most importantly, technology is not always the answer this is why teachers should be balanced when using it. If it is required that we use the board and chalks to help students better understand, this is what we should do. Doing so, we will ensure that more students appreciate the use of technology in the classroom for what it is worth.

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