Why Technology In Education Is Bad – I bet you have recently read something about technology and learning. You may have read that the use of the device increases the learning results. Or maybe you’ve read that the screen time is not suitable for children. You may have read that there is no connection between the teenage screen time and their well -being. Alternatively, learning university students reduces the multiple units in their classes.
If you’ve ever had to make a case where more research can shy instead of finding out the problem, the use and learning of technology looks like to be in accordance with the account. This piece includes what the study actually says, some extraordinary questions and how to use the use of technology in the learning environment to maximize learning opportunities and reduce the risk of injury to students.
Why Technology In Education Is Bad
In my latest messages, I often cite a variety of evidence of mixed learning, which strategically integrate personal learning with technology for the use of data usage in real time, individualized teaching and championship. One thing shown by this new evidence base is that technology can be linked to improved teaching. When technology is integrated into lessons as well as well -educated pedagogy, learning can be better than without technology.
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2018 A meta -analysis of dozens of Ed Tech research along with a summary of the upcoming update (126 strictly experiments) showed that the results show “a huge promise” when the educational technology is used to personalize student learning. In other words, ED Tech can improve learning when used to apply the pace of each student.
In addition, the same meta -analysis along with other large but correlation (eg OECD 2015) also found that increased access to school technology was associated with better skill and increased technology. This is important, given that the ability to use technology in a non -learning environment is still very unevenly distributed by ethnic, social and economic and geographical lines. Learning technologies implemented for all students ensure that no students experience a “21st century skill and opportunity gap”.
It has been shown that technology is a scaling and supportive teaching practice that is only too many resources to work in a personal learning environment, especially those with the greatest needs. In many large studies that included technology in hundreds of student learning experiences in more schools and school systems, they were associated with better academic results than in comparative classes that did not exist in technology. Dozen, if not hundreds, less, more located technology, are added to these larger research institutions that are successfully used to improve student learning experience. In addition, meta -analysis and synthesis of research indicates that mixed learning can lead to greater learning than learning alone.
All of the above suggests that well -used technologies can encourage learning opportunities. We can see that students and families from privileged layers can choose how to use technologies that maximize their benefits and reduce their risk, while students and family from marginalized education do not have access to the same reasonable solution. Conscious, thoughtful inclusion of technology in the public learning environment can ensure that all students, despite their ethnicity, socio -economic status, language status, special education status or other qualities, have the opportunity to experience learning and develop skills that allow them to fully realize their abilities.
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On the other hand, the evidence undoubtedly mixes with the neurological effect of technology. 2016 November The US Pediatric Association has updated the guidelines for their screen time for parents, which usually softens the restrictions and increases the recommended maximum time that children of different ages spend on handling screens. These guidelines have not been reviewed for new research, but for two more practical reasons. First, the nuances of existing evidence, especially the ways in which the recommendations change when children become aging are not recorded properly in previous guidelines. Secondly, the increase in technology in our lives was almost impossible to follow previous guidelines.
The truth is that babies primarily learn to communicate with our physical world and other people, and it is likely that very early (passive) interactions with devices – against humans than humans – can interfere with or misinform nerve development. As aging changes the time spent on units often the time spent in physical activity or socially with other people, and it can even be a substitute for emotional regulation that harms physical, social and emotional development.
Of) the feeling of negative variables such as attention deficit or hyperactivity, lonely and lower classes. Multifunctional work is not what our brain can do while learning, and technology often does not only mean another ‘task’ to participate in a learning environment but
Additional tasks associated with various programs and programs installed and installs messages over a device.
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The risk of implementing technology in the learning environment. Although we cannot pack this item yet – there are still more questions than answers – there is
Proof that technology can strengthen effective teaching and learning when there are good teachers in the hands. The best thing we can do today is to understand how technology can be a valuable tool for teachers to perform complex, human work, taught with the benefits while remembering the risk of how we currently understand them.
As we continue, we need to continue to create our own understanding and risks and benefits. With that in mind, there are some doses and do not use technology in the learning environment:
● To provide access to the learning environment (eg advanced courses, modeling and others
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● To ensure proper access to technology and auxiliary infrastructure as well as the ability to develop skills related to the use of technology
● Assuming students intuitively know how they use it (or have access to it), especially when you learn
The institution is committed to quality, independence and influence. We are supported by many sponsors. Based on our values and politics, each publication reflects the only author (s) of its author. And in the hope that pandemic will not allow to learn and grow together, teachers implement a whole new learning style.
Suddenly the home is the new class. And instead of using a school bus, students use technologies such as laptops, iPad and digital platforms like Zoom and Schoology to come to their teachers.
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On the one hand, this is an ideal time for such a change of education. If it had happened even a decade ago, academic systems could have failed according to all this. However, today’s children are sparse and have an insatiable attraction to entertainment. If parents and teachers can learn that appetite to include an educational material diet, learning can feel natural and at the same time be effective.
It can also be an advantage as many parents now have the opportunity to understand their children’s education better and more detailed – what they are taught and how they are in the most important topics. After all, they can feel more confident of self -education throughout their children’s lives. And when parents regain the role of teacher, at least to some extent, children can turn to their parents again to indicate knowledge.
However, the shift has real challenges. Few teachers were prepared for such a complete redevelopment in such a short time. And because it is difficult to get into a new environment of unknown material, many students are to watch existing educational videos that did not match their current teachers’ methods and teaching style. And for many parents, after adding the title “teacher”, they simply gave another Covid-19 to manage the procedure for responsibility and commitment.
We have still identified the entire effect of all these changes – good and bad. We also do not know exactly how sustainable they are, especially when taking into account other social systems that operate for decades.
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However, it is clear that students, parents and teachers show traditional uniform forms of educational distance of approach to learning alternatives. However, these changes may not be for everyone. For example, some students with disabilities who need more help alone may be better if they continue to learn personally. Given that both parents and teachers said for many years that different children need different things to see different e emails. The forms of learning, accepted and aimed at the foreground can encourage people to explore each of the opportunities they have, including a more personal, payment -based education, not just to accept standard.
Although the changes in the changes were difficult, it is also stated that learning also: the fact that he teaches students new and important technological skills helps them learn to assume their education (because their teacher is not there to push them) and allows them to discover new resources. And maybe most importantly, it eliminates stress when trying to crush everything in 50 minutes of classes that allow students to let this
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