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Effect of technology on Education
Effect of technology on Education
Effect of technology on Education
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Teaching and Learning in a Networked Composition Classroom
In her essay “Technology and Literacy: A Story about the Perils of Not Paying Attention,” Cynthia L. Selfe notes that “technology is either boring or frightening to most humanists; many teachers of English composition feel it antithetical to their primary concerns and many believe it should not be allowed to take up valuable scholarly time or the attention that could be best put to use in teaching or the study of literacy” (Self 412). Looking around campus it takes little time to verify Selfe’s caution about indifference to computers: except in its uses as “a simple tool that individual faculty members can use or ignore in their classrooms as they choose” (Self 414), computer use has been, and for the most part still is, nascent within the humanities. As computers increasingly become an irreplaceable part of daily life in modern culture, however, more and more instructors attempt to carry out the task of incorporating technology into the pedagogical techniques of their disciplines. Over the past four months I’ve had the invaluable opportunity to get a behind-the-scenes look at one particular attempt to integrate computers and writing instruction. In Dr. Will Hochman’s English 101-43 (SP 2003) classroom I’ve learned much about both the process and underlying philosophies involved in making computers a productive classroom tool.
In particular, I’ve learned the basic truth that, despite the potential boost offered by technology, simply having computers in the room with students is not enough to produce a positive impact on the educational experience. One of the most significant reasons why this is the case, I'd argue, is that Selfe’s observation about faculty might...
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...cw/database/essays/cccc94.kemp.html> 19 Aug. 2002.
Negroponte, Nicholas. “Bits and Adams.” Being Digital.
<http://archives.obs-us.com/obs/english/books/nn/ch01c01.htm 9 April 2003.
Ong, Walter. “Writing is a Technology that Restructures Thought.” Literacy: A Critical
Sourcebook. ed. Ellen Cushman, Eugene R. Kintgen, Barry M. Kroll, and Mike Rose.
Boston: Bedford/St. Martin's, 2001.
Oppenheimer, Todd. “The Computer Delusion.” The Atlantic Online. 7/1997.
<http://www.theatlantic.com/issues/97jul/computer.htm> 14 April 2003.
Rich, Adrienne. “When We Dead Awaken: Writing as Revision.” Ways of Reading: An
Anthology for Writers. Ed. David Bartholomae and Anthony Petrosky. Boston: Bedford/
St. Martin's, 2002.
Selfe, Cynthia L. “Technology and Literacy: A Story about the Perils of Not Paying
Attention.” CCC. 50.3: (1999), 411-428.
he sees his father as strict, but not overly demanding. He seems to begin to
As a father of five children, you would think of having the parenting “thing” down packed, but raising children doesn’t get easier, you will just become more advanced into raising the child you have. That being said, Bill Cosby mentions “in spite of all the love, joy, and gratification that children bring, they do cause a certain amount of stress that takes a toll on parents.” Meaning even though children are all fun and games, sooner or later those games come to a halt and now the parents has to become strict, but yet compromising to help the child grow and develop and also try to set a straight and narrow path for their child to follow in life. He feels as a father ...
best to interview as he is one of the smartest people I know. Of course I talked to him in our
Schools must decide how to teach the standardized curriculum. Schools must figure out how to mesh a standardized and non-standardized curriculum. Can students guide their own curriculum and perform well on tests?
“Morality may consist solely in the courage of making a choice.” This quote by Leon Blum conveys what ethical judgment is. It is making a choice about what is wrong and what is right and the choice that has been made affects further activities. If the choice that the activity is right was chosen, then that activity would be continued, but if the choice that the activity is wrong were chosen, then the activity would not be able to continue hence, there would be no further production of knowledge. It’s humans who decides and makes a choice as science and art are just a tool. But as there are no scientific methods in the world to decide what is right and wrong due to the absence of universal ethical code, what I consider to be ethical might not be ethical to another person. So, the process of how people perceive situations or their belief about what is ethical and unethical it determines the emotions and hence the actions are finally taken. But, to what extent should humans consider ethics while carrying out experiments? This knowledge issue raised by the question would help explore the knowledge issue in the areas of knowledge: Natural Science and Art.
Almost everyone attends a school at one time in their life whether the classroom includes technology or not. Research shows that technology isn’t used as often as one might think. The article, “High Access and Low use of technology in High School Classrooms” illustrates the use of technology by stating that only one in ten of elementary and middle school teachers are daily users of computers (Cuban, Kirkpatrick, Peck). Most schools now have classrooms that use technology throughout the entire class time and even at home to do homework. Although some people might agree with the use of technology in class, it is more harmful to the students than useful. It can cause many distractions, it can be difficult to use and can take away from learning time.
Computers are considered standard in a student’s arsenal of weapons used to tackle not only school but also life in general. Computers have the potential to be one of the greatest assets to a student, especially when it comes to writing essays and homework, but they are being used as a crutch when it comes writing sentences with proper grammar, syntax and spelling. Students are becoming mor...
Production of knowledge is generally seen in a positive light. However, when ethics and morality become involved in the process of production, judgements will undoubtedly be made that may seem to limit the availability of that knowledge. Ethical judgements are made by the combination of a knower, his or her standard of value, and the situation itself. In the field of the arts and natural sciences, ethics plays a crucial role in the extent one may possibly be allowed to go to when discovering new knowledge. Reason and emotion are important ways of knowing that help guide knowers in making certain moral decisions. Both ways of knowing can be associated with teleological or deontological arguments; the ethics are based on either an objectives-focused or obligations-focused mindset. In this essay, I will be discussing the limitations set on both the arts and the natural sciences as areas of knowledge. To what extent do ethical implications hinder the way art can be produced or the methods involved in expanding society’s knowledge of science?
To the great extend ethical judgements limit the methods available in the production of knowledge in both the arts and the natural sciences. But in my opinion such a limitations are essential, while people need to be to some extend controlled. The boundaries are needed because giving to people to much freedom and power is very dangerous. The only one problem in case of ethical judgements is that the perception about something wrong or right differs among the people. I think that this comes from the inside, generally there are some “informal laws” how to behave, what is good and bad, but this is a personal matter of every single person which ones from that “laws” he or she accept and reject. The morality is determined by culture and experiences and differs among people. If there would not be something like moral code the production of knowledge in art the same as in natural science would not have any limitations. Using examples from art and biology I will try to show how ethical judgements limit the methods available in the production of knowledge in both the arts and the natural sciences, but also I will try to explain my statement that such a limitations are necessary.
This essay will show that ethical considerations do limit the production of knowledge in both art and natural sciences and that such kind of limitations are present to a higher extent in the natural sciences.
It is very hard not to realize that technology has overpowered education in many ways. “Technology integration is similar to a tidal wave, growing silently in strength, then falling with an unstoppable roar upon those who paid no attention or showed little interest” (Guhlin, 40). Nowadays, computers are almost considered a necessity in the classroom, and are the main component of technology integration. Computers are being used in more numerous ways, besides only being used for basic word processing. With a simple computer, copious availabilities of technologies can be used in the classroom. “The one thing that is so great about the computer is that it does give a lot of instruction--and you don't need to have hearing to take advantage of it” (Anderson, 12). It’s amazing how one simple screen can provide everlasting opportunity for learning.
He has taught me so much in this life that I can’t count all the examples he has shown me. Every time I see my father the words that come to my mind are “The biggest example to follow is standing right in front of me.” The way he has provided for this family is the way I would like to provide for mine. Not by being a construction worker, but by being a computer engineer and making him proud. All he has given me is what I cherish and think about daily. I don’t know what I would be if the person that I call father wouldn’t be the perfect role
Ethics is the study of moral values and the principles we use to evaluate actions. Ethical concerns can sometimes stand as a barrier to the development of the arts and the natural sciences. They hinder the process of scientific research and the production of art, preventing us from arriving at knowledge. This raises the knowledge issues of: To what extent do moral values confine the production of knowledge in the arts, and to what extent are the ways of achieving scientific development limited due to ethical concerns? The two main ways of knowing used to produce ethical judgements are reason, the power of the mind to form judgements logically , and emotion, our instinctive feelings . I will explore their applications in various ethical controversies in science and arts as well as the implications of morals in these two areas of knowledge.
In less than a decade, computer use progressed from programming classes for a few of the better students, to literacy classes for all students, to the integration of computers and technology into the curriculum. Now, there is a goal for educators to use technology as a tool in efforts to teach more effectively by using a variety of strategies to meet different needs in a diverse classroom. This will take training and commitment to keep up in an area that changes quickly, but the benefits to teachers and students are greater that the effort it will take to stay informed; computers increase productivity of students and make learning a fun experience. They help students become better problem-solvers instead of just rote learners.
The introduction of technology into education has revolutionized the teaching quality and learning outcome in the last ten years. The integration of technology into lectures by teachers in classroom has become so natural that both teachers and learners consider computers and their related applications for instruction are “a routine component of the classroom and educational processes in general” (Nuldén, 1999 cited in Buzzard et al., 2011, pp.131-139).