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Influence of technology in education
Influence of technology in education
Technology and its influences on education
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In the article “Clive Thompson on the New Literacy,” writer Clive Thompson argues that the widespread use of technology and social media does not make kids illiterate and unable to form coherent sentences, but instead, keeps them actively writing and learning. Thompson’s article is based off of a study done by Andrea Lunsford, a writing professor at Stanford University. Thompson agrees with Lunsford that the use of social media and the Internet allow students to be creative and get better at writing. In his article, Thompson quotes John Sutherland, an English professor at University College of London, to inform the audience of the opposite side of the argument. He states, “Facebook encourages narcissistic blabbering, video and PowerPoint have
1. The main point Kirk Johnson, writer of “Today’s Kids Are, Like, Killing the English Language” published by the New York Times, illustrates is a shift in the way society nowadays communicates and expresses themselves with the emergence of technology and other forms of media in this new era compared to the precedent and placid century.
Throughout literature and history itself, the powerful language strategy of rhetoric has been applied to both good and evil. Even the most loyal and honorable of men can be led astray by rhetoric, if used successfully. In Shakespeare’s play The Tragedy of Julius Caesar, the character Cassius, a conniving and jealous man, successfully uses the “dark side” of rhetoric to beguile Brutus, a friend of Julius Caesar, to conspire against Caesar along side of him. Cassius and a group of other men feel if Caesar is to acquire power and rule Rome, it would destroy the Roman Empire. They believe the only way to ensure that does not happen is to murder Caesar. Cassius uses ethical fallacies such as flattery to persuade Brutus even more. Even though Brutus is loyal, Cassius’ attempts are effective, so he believes he is doing this for the good of Rome and its people. With his correct usage of the art of seduction, Cassius is successful and appeals to Brutus’ pride, honor, and emotion.
Carr uses the example of Friedrich Nietzsche whom transfer from pen and paper to a typewriter. Many notice that Nietzsche’s writing style had also changed, reason being that “our writing equipment takes part in the forming of our thoughts.” Nietzsche explains. It is as though our own critical thinking is malleable in accordance to technology. “They supply the stuff of thought, but they also shape the process of thought.”, Carr states as he correlates that our own innocent use of technology is our own waterloo, for it disables us of capacity to formulate our own thoughts. However, Wendell and Beavers beg to differ, however they argue a different stand point. Wendell and Beavers introduce the idea that the ability to use social media as a platform of cognitive stimulation, “There is a well-established body of evidence supporting the correlation between cognitive competence and quality pretend-play.”, the essay argues. Wendell and beavers argue that the simple access to try out different modes of self presentation are properly inhibited on Facebook, fore it “must fit somewhat with what I already am because my ‘friends’ are present to ‘call me out’ if I try to pass myself off as someone too different from whom they perceive me to be.” The supporting details, for the most part, in Wendell and Beavers’ analysis are draw from personal experiment and formatted in a way to at some degree present it in a credible way. This is also true when it comes to Car’s piece, as Carr also uses his own experience as the foundation of his own argument of the levels of toxicity technology has on our critical thinking, “my concentration often starts to drift after two or three pages.” Carr explicates his concern. Both sides of the argument draw from first based ideals and it gives an intimate touch between the at hour and the reader. It gives the
While preparing for one of his college lectures, Dennis Baron, a professor and linguistics at the University of Illinois, began playing with the idea of how writing has changed the world we lived in and materials and tools we use in everyday life. This lecture slowly transitioned into “Should Everybody Write?” An article that has made many wonder if technology has made writing too easy for anyone to use or strengthens a writer's ability to learn and communicate their ideas. Baron uses rhetorical strategies in his article to portray to his audience his positive tone, the contrast and comparison of context and his logical purpose.
In response to Mitoko Rich, “Literacy Debate – Online, R U Really Reading?” in the 21st century, children are learning via different sources, whether through textbooks, internet, blogs, etc. Therefore, it was not surprising to read what is mentioned in this article. Reading in the digital age is causing a debate, especially in regards to students. After reading the article, questions came to mind such as; is it possible that digital text can cause more harm than
In Alison Bechdel’s comic “Compulsory Reading”, she creates an image of how she feels about the world of creative writing. Bechdel mentions different authors and well known titles like “Beloved”, Romeo and Juliet”, and Charles Dickens. She also mentions her distaste to novels as well. Bechdel uses media and design, rhetorical patterns, and tone to communicate how she feels about literature.
In Raksha Shetty’s CBS News article, “Hugh Decline in Book Reading.,” he interviewed, Dana Gioia, chairman of the National Endowment for the Arts (NEA), about the decline in students reading for fun. Gioia states that “what we’re seeing is an enormous cultural shift from print media to electronic media, and the unintended consequence of that shift” (qtd. in Shetty) There has been a huge increase in technology available to today’s youth. Now, as a nation, the issue of those who can read and can not it no longer an issue of can not read but will not read. According to Gale Harrington, a ninth grade College Preparation English teacher in Solano County, “younger generations are just more focused on social networking than most other things,” when asked about the decline in her students reading (Harrington). The youth of today has access to more technology than any other generation before them and they are using it avidly to the detriment of their literary drive and abilities. They will instead spend hours each day watching television and movies, play video games, or even “surfing” the world wide
In the essay, “Studies Explore Whether the Internet Makes Better Writers” Josh Keller comments on the education of students by exploring positive and negative effects of Internet experiences with writing. Keller is a reporter for The Chronicle of Higher Education which is a job information source for college and university associates. Keller’s examination of internet use reflects students, teachers of English, scholars, and adults of education. Some scholars agree colleges should bring lessons from writing in classrooms, and likewise feel the writing is more connected with the audience. However, others suggest tweets and blog post administers dissatisfactory writing traditions. Some of the reasons
The YouTube video “U.S. Armed Forces – We Must Fight – President Reagan” by Matthew Worth was made with the intention to motivate the viewers to support the U.S. Armed Forces. The purpose of this Rhetorical Analysis is to determine whether or not the video has been successful in doing just that, motivating and drawing support for the United States Armed Forces. The video was uploaded to YouTube on February 19, 2012 and has nearly 4 million views. Matthew uses the famous speech “A Time for Choosing” by the United States former President, Ronald Wilson Reagan, who has a reputation for his patriotism, to complement the video. This video has been effective in motivating the viewers because of its strong use of the rhetorical concepts logos, ethos, and pathos.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
Have you ever wondered how social media can impact child development, specially linking to literacy skills of children? Most would assume that social media does not have any benefits on toddlers, tweens and teens literacy skills. However social media plays a huge role in the development of children’s literacy skills. “The National Literacy Trust found that social networking sites and blogs help students to develop more positive attitudes toward writing and to become more confident in their writing abilities” (Canadian Pediatric Society). You might be asking yourself what exactly is social media and how does it impact children’s literacy skills. Well social media is “any website that allows social interaction is considered a social media site. This includes social networking sites such as Facebook, Myspace, and Twitter, gaming sites and virtual worlds such as The Sims, video sites such as YouTube, and blogs” (Clarke-Pearson). While the opposing side thinks social media has a negative impact on children’s literacy skills, because it declines writing skills “due to excessive usage of online chatting and shortcuts” (Alice Martin). I believe social media has a positive impact on children of all age’s literacy skills because although children may not be reading books, social media is getting their attention and it has a lot of educational as well as helpful information that can benefit them which means it is influencing education and it is very foundation. All children can benefit from social media in different ways. Social media such as Play School and Sesame Street which are both educational learning programs help with learning their alphabets are beneficial to toddlers’ literacy skills. Social media also benefits adole...
Laptops, computers, tablets, IPhones, IPads, IPods, and smart phones are just a few examples of the devices that have caused the world to be swept up in a technology craze. Because of accessibility of these devices means that children are gaining access to them at a younger age. According to James H. Burnett II, a writer at the Boston Globe “The typical American gets a first cellphone at about 12 or 13 —that’s down from 16 in 2004. In 2004, 45 percent of people between ages 12 and 17 had cellphones. By 2010, it was 75 percent” (1). Flowtown conducted a survey of teen cellphone owners in 2010 and found that, after texting, 12-to-17-year-olds used their phones most for calls, social networking on sites like Facebook and Twitter, and e-mail, in that order.” (Burnett 2). Because students are accessing technology at a younger age a concern arises as to how the technology is affecting them, particularly in their education. One of the biggest affect technology has had comes in the form of techspeak. Techspeak which is the language used in various texting and social media sites, has a negative impact on students' ability to employ writing conventions.
National Literacy Trust (NLT) studies suggest that overall a large proportion of pupils of all ages enjoy writing. The 2009 study suggests that 45 per cent of pupils enjoy writing (Clark & Dugdale, 2009), while the 2011 study shows and increase of 2 per cent. To improve standards in writing Vincent (2006), implies that given the existence noytimtext in multimodal formats. However digital literacies is un-signified in the literacy pedagogies of many schools and multimodal scaffolding is essential for some pupils to communicate ideas effectively (p.51). Today’s educational system is very much reliant on Information and Communication Technology (ICT) and digital literacies such as the Internet and social media among others. Kent and Facer (2004), indicate that pupils participate in a wide range of computer activities and progressively, digital literacies are being applied successfully in instructions, learning, and assessments. It has rapidly become a powerful tool for educational change and remodelling.
Chopra, K. (2013, September 17). The effects of social media on how we speak and write.
Today’s generation’s methods of reading, writing, and communicating are changing dramatically because of novel information and communication technologies, ICTs. With the evolution of social networks like Facebook and Twitter, text messaging, instant messaging, e-mails, blogs, and other websites and technologies, youth are communicating in a significantly different way than past generations. Sheelah M. Sweeny (2010) states in her article Writing for the Instant Messaging and Text Messaging Generation: Using New Literacies to Support Writing Instruction that, “Teachers may be concerned about the way some students write using these different ICTs, imagining the potential negative impact their students’ academic writing, but this interest can be an instructional advantage” (p. 121). The basis of Writing for the Instant Messaging and Text Messaging Generation: Using New Literacies to Support Writing Instruction is to provide teachers with a definition of new literacies and a rationale to introduce and use new literacies and ICTs in their classrooms.