Kuroki's Argumentative Analysis

The controversy behind the use of technology in the learning process of young children has left many people pondering about its pros and cons. Many studies have revealed the negative impact of technology on the learning of young children; however, some people still do not consider the consequences it has to offer. Rie Kuroki, a scholar, believes that technology has a positive impact on the learning of young children, as it provides young children with several benefits “in the classroom, that could help them acquire learning skills and help prepare young children for their future” (Kuroki, 2). However, Kuroki’s essay lacks a solid argument due to several reasons that disregard the consequences of technology on the learning of young children.

For instance, she states, “Technology help [sic] students to keep remember [sic] the essential skill and remember as a long-term memory, not as a short-term memory because students can access the material's information more quickly and that [sic] keep them more interested in studies (Kuroki, 2).” Additionally, she states, “using iPads get children's attention and they getting [sic] much more engaging to studies because iPads are more attractive tools for them than using a piece of papers (Kuroki, 2).” Through both these example, Kiroki proposes a very one-sided argument to her reason, disregarding the cons and thus, maintaining a bias argument. Moreover, her ideas suggest a hasty generalization since not much evidence supports her argument. Similarly, a counter research to her point states, “Those who watched more than three hours of television, videos, or DVDs a day had a higher chance of conduct problems, emotional symptoms and relationship problems by the time they were 7 than

In this point, Kuroki points out that there is an argument against the use of technology, however she states, “children can express themselves through social media or the Internet, and this is connecting [sic] to have a motivation for their studies and learning (Kuroki, 3).” This is a non-sequtir because it does not follow with the idea of developing skills and its positive impact on the learning of young children. Instead, this point illustrates the ability of young children to use social media, such as, Facebook at a young age that may cause a distraction to their learning. This can further be supported by a study that states, “exam results of those who used the social networking site while working, even if it was on in the background, were 20 per cent lower than non-users (Fleming)” or even another study that found “middle school, high school and college students who checked Facebook at least once during a 15-minute study period achieved lower grades (American Psychological Association).” Both these researches counter Kuroki’s points about technology being beneficial for the purpose of acquiring new learning skills for young children since it may impact their academic