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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
replaced carefully crafted essays, and texting has dehydrated language into “bleak, bald, sad shorthand” (as University College of London English professor John Sutherland has moaned)” (Thompson 1). Although many people are on the same side as Sutherland, Andrea Lunsford and Clive Thompson truly believe that “we’re in the midst of a literacy revolution the likes of which we haven’t seen since Greek civilization” (Thompson 1). People in the 21st century are writing more than any generation before them. The people that disagree argue that it teaches kids to use abbreviated words rather than speak in full sentences. However, Thompson argues that when Lunsford studied her results, she did not find a single word written in text talk. To conclude his article, Thompson says young people know it’s important to know who your intended audience is and why you are writing.
The tone during the whole plot of in Brave New World changes when advancing throughout the plot, but it often contains a dark and satiric aspect. Since the novel was originally planned to be written as a satire, the tone is ironic and sarcastic. Huxley's sarcastic tone is most noticeable in the conversations between characters. For instance, when the director was educating the students about the past history, he states that "most facts about the past do sound incredible (Huxley 45)." Through the exaggeration of words in the statement of the director, Huxley's sarcastic tone obviously is portrayed. As a result of this, the satirical tone puts the mood to be carefree.
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 his preface of the book titled Why We Can’t Wait, which entails the unfair social conditions of faultless African Americans, Martin Luther King employs a sympathetic allegory, knowledge of the kids, and a change in tone to prevail the imposed injustice that is deeply rooted in the society—one founded on an “all men are created equal” basis—and to evoke America to take action.
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 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 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 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
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
I believe that the purpose of education is to produce the next generation of leaders who are intelligent and have great character. This idea is supported in the article “The Purpose of Education” by Martin Luther King. Martin Luther King Jr. was a civil rights activist who fought for black and white people to have equal rights in America. He writes about the true purpose, and meaning of education in the article by saying, “Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction (MLK1).” This quote from the article explains that being academically educated is very important. It will help people stand up, be a leader, and take charge to make the world a better place for everyone. That gallant leader will argue against the fallacy, lies,
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.
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.
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.
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.