We all know what happens if the Wi-Fi is slow or you get disconnected: the server can ruin whatever you were working on and ... ... middle of paper ... ...ay from the other students. Eventually, this can be overwhelming not only to the students but the teachers as well. Then there are certain schools that may require parents to purchase their children’s iPads in order for them to attend causing hardships because the schools do not know how long the iPads will last before becoming outdated and purchases will be required again. When that happens, where will the funding come if there is any available? I don’t believe many school districts thought it out has to the numerous problems they would have to face; the initial expense of the tablets, future expenses of the tablets, the malfunctions, the distractions, Wi-Fi complications.
iPads: A Classroom's Downfall Many people call this moment in time the technological age, but the question is, is that benefiting us or dragging us down? Schools across America have switched from textbooks and pencils to the iPad. Some people think this is a genius idea, but what is really going on behind the screen of the iPad while the teachers backs are turned? How much attention is focused on school work and how much is focused on games, social networking, and messaging? The idea of the iPad is great and if used correctly could be very beneficial, but all the extra amusement that comes along with it can diminish the learning aspect.
Once electronics come into the world, students are unable to concentrate on learning and will not have enough practice in what their teachers are teaching them. Tablets can be a distraction and can also cause students to not do their schoolwork and can easily get out of it. Tablets can affect students during school and what they want to learn. According to decodedscience.com, Students may pay attention to apps, email, games, and websites instead of their teachers. 87% of K-12 teachers believe that "today’s digital technologies are creating an easily distracted generation with short attention spans.
Tablets may be more captivating to minors, but it has no other benefits that can not be resolved with textbooks. Textbooks have a plentiful amount of advantages both academically and in health. Learning and schoolwork can already be extremely stressful and difficult for most students. They do not need added tension due to not having internet access, the system shutting down, or a glitch. Changing schools to tablets could change students, teachers, and parents lives for the worst if we do not continue to keep textbooks in
Advances in technology have drowned the human race. Even though these advances have their countless benefits, they also have their downsides. Along the same lines, replacing high school textbooks with laptop computers does have some advantages, but also has many disadvantages. Laptops in high schools are a huge distraction for students, they are very expensive to initially buy and maintain, and they can cause many health problems. Replacing textbooks with laptops in high schools ignores the negative effects on students, leading one to conclude that it is a terrible idea.
Now imagine going back to your childhood with today’s technology where many K – 12 schools are migrating towards using tablets in the classroom rather than textbooks. Some folks argue that too much screen time isn’t good for children, but what about the benefits of using tablets in the classroom for learning? Tablets are a better classroom resource than textbooks because they provide quick access to a wealth of information, they also provide resource attainment for all levels and styles of learning, and they allow students to gain real world
Schools would not only be sharing the use of technology but they would be sharing an education also. The use of technology has a great effect on communication and interacting; students do not know how to have a mature conversation because they are used to typing or texting others. Some school systems have personal digital assistants (PDAs) to use in classes, these gadgets “let students answer questions in class... ... middle of paper ... ... C); like foods made of high fructose corn syrup and other processed sugars, technology is not good for the human body and brain. When eating foods consumed of processed sugars one might feel exhausted, slower than usual, or more tired, one might notice these same symptoms when watching too much television, playing video games for extended amount of times, or being on the computer for too long; electronics “may seriously mess up children’s informational metabolism - their ability to process information for themselves” (Source C). Technology can be a very useful and good product if used appropriately and when needed, but too much usage is not good for anyone.
While many people embrace change and technology, many other people are big opponents of having such technology brought into our classrooms. Those who oppose education entering into a technological world with the iPad believe there could be damage to the students’ health, such as internet addiction, depression, or vision problems. Those opponents also believe that such a device is too pervasive and this younger generation is simply a tablet-carrying, smart-phone obsessed, technologically dependent world. They believe that our students would receive much benefit from less exposure to devices, not more (Harlan, 2012). Some of these same opponents make us aware that there are other limitations to having devices such as the iPad in the classroom.
No field advances as rapidly as technology. The newest iPhones and tablets are being introduced into many individuals’ work and personal lives. The most natural progression seems to be the integration of and focus upon technology in public schools. However, a hasty transition into a tech world may be dangerous. Technology use produces a number of negative consequences in the classroom because it enables students to become dependent, prevents effective reinforcement of topics taught in class, and places both societal and classroom minorities at an extreme disadvantage.
The first support claim questions the value of the information the children are receiving from computers. An example Stoll uses is a Computer-Using Educators conference when a speaker pointed out the amount of research a computer can generate. One teacher remarked that the printed pages were worthless in a classroom without a great deal of sorting and working. Audience members unfamiliar with computers would sympathize with this situation, although a technologically advanced group might be experienced enough to cut down on extra work. Either way, it implies that more precise methods might work better.