If Technology Works in the Classroom – Why Don’t Some Students Love It So Much?

The effectiveness of the use of technology in the classroom has become controversial.

While many teachers and students recognize that it is better to use technology because it improves teaching many others that it poses too many challenges and that it is a waste of time. If technology works well in the classroom as many teachers believe it works; why do some students dislike it so much?

To answer that question properly, 3 articles were examined. Two-thirds described how the use of technology in the classroom bothers students while the last one translates the thoughts of students who feel that technology in the classroom has responded to their need. So the issue is not that technology doesn’t work but rather that some teachers need to be aware of the use of technology in the classroom and others need to be trained to effectively use technology to teach so that students do not view technology as disruptive learning but as a developmental tool.

After summarizing the 3 revised topics.

we will be able to present evidence that there are 2 groups of students who say they do not like technology in the classroom: Those who have been unfairly disclosed to their teachers and those who have not given enough time to practice. Then we will be able to come to the logical conclusion that those same students value the value of technology in the classroom if their teachers use it effectively. Let us start by summarizing the topics we are talking about.

Students lament the technology of making their teachers” less efficient than they would be when holding a board discussion “(Teenagers) When teachers are not familiar with technology tools, they  understanding has become very difficult to “call it PowerPoint abuse” (Tiny). Presentation on the school board before and after class and this encourages students to throw e many classes.

Another problem reported by the article and the use of technology in textbooks is that many schools spend their time training their staff on how to use a particular technology but do not teach them about “how to use it” (Tiny). The author believes that schools should also provide small financial resources to teachers and professors in order to attend workshops.

In an interview with 13 pupils,

“some gave their teacher a failure when it came to using Power point, Course Management system and other classroom technologies” (Young) were some of the most frequent complaints about abuse of PowerPoint and that teachers do not remember the scale. Another complaint is that teachers who are not familiar with technology often spend more time in class as they spend more time solving problems than teaching. The last mentioned complaint is that some teachers require students to comment on weekly online discussions but they do not look at the results or even watch the discussion in class.

Similarly,

the article “I’m not a computer person” (Lohnes 2013) addresses the fact that students’ expectations about existing technology are quite different. In a study conducted by 34 university students, they advise that technology is an important part of university life because they have to do everything online by applying for college or university, searching for and registering for classes, paying for tuition and in addition being integrated into

Provided by the school and even if they want to others in their lives.

However, we are not living in an ideal world. Teachers are also men who do not wish to express their work from fineness, if they know it, they will probably need the same help to make improvements, but the problem happens when the teacher finds out that they can do better and teach the students.

In this unit, you will learn how evidence is collected about the teacher’s work and to explore some concepts of improvements by using developments that are supported by planning. Your teacher is the biggest determinant of his students’ achievement, and therefore your influence will directly influence the students’ learning and outcome of the teacher’s work. As a school leader, you can help teachers to improve their performance by enabling them to be more effective.

Learning Diary

You will be asked to make notes in your learning diary when working in this unit. The diary is a book or folder where you collect your ideas and schemes. You probably started your diary.

You can work alone in this unit, but if you can discuss your learning with another school leader, you will learn more.

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