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

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The effectiveness of using technology in the classroom has become a contentious issue. Although many teachers and students feel that the use of technology is best, it is because of the increased teaching that many people feel that this can lead to many challenges and that it is a waste. If the technology classroom is as effective as many teachers think, why don’t some students like it?

To answer this question objectively, 3 articles were reviewed. 2 out of 3 tell how frustrating the use of technology in the classroom is to the students, and the last one translates the thoughts of the students who feel that the viraltechonly in the classroom is responding to their needs. So the problem is not with the inefficiency of the technology, but with the fact that some teachers pay attention to the use of technology in the classroom when teaching to use the technology correctly, while others need to be trained, so students do not see technology as a barrier to learning. As an amplifier.

After summarizing the 3 articles reviewed, we can confirm that there are 2 groups of students in the class who say they do not like the technology: those who have been misrepresented by their teacher and those who have not given enough time to get acquainted. We can then come to a logical conclusion that if the same teachers use the teacher appropriately, they will appreciate the value of the technology in the classroom. Let us first summarize the articles we have mentioned.

“Good technology means bad teaching, as many students and teachers think of technology as a way to show off. “Students complain that technology teachers are ineffective when they are lecturing on technology boards.” “Other issues related to (young) students are wasting teachers’ time, including tutorials on online tools, or lightning with projectors or software. The technology used is PowerPoint software, and students complain that teachers use it instead of the syllabus, which many students find difficult to understand.

Another problem reported in the article with the use of technology in the classroom is that many schools take the time to educate their staff on how to use a particular technique, but it does not teach them about the “good use strategy” (age). The author believes that schools should encourage teachers and professors to participate in workshops.

In an interview with 13 students, some complained that “some people failed their teachers when it came to using Power Point, lesson management systems, and other classroom techniques.” Use it to recite things on the scales. Another complaint is that teachers who are not proficient in technology spend more time teaching than wasting time. The last complaint mentioned was that some teachers asked students to rate their online chat rooms per week, but they did not monitor the results or use the classroom discussion.

Similarly, in his article “I Am Not a Computer Man” (Lohnes 2013) he discusses how students ’expectations of technology differ. In a study with 34 undergraduates, they suggested that technology should be an integral part of a student’s life, as they must apply to a university or university, attend and register for classes, pay for tuition, and more. Did. Techniques such as integration into management are also widely used in teaching and are valued by higher education.

But those students feel that technology is hampering their success because they try to adapt to the way the institution values ​​technology. Blogs are used to perform a number of other administrative tasks, including sending emails to the professor, viewing numbers, and tracking down the next school bus. The special student, Nicole, said she did not have a laptop, but shared a home computer. He has a brother. He also uses computers to complete school work, so he has to be late for homework. “Technology and me? We never have that connection ”(Lohnes).