If Technologies Is Helpful in the Classroom – Why Do Some Students Dislike It So A lot?



The effectiveness of technologies use in the classroom has turn into a controversial challenge. Whilst numerous teachers and students really feel that it really is most effective to use technologies since it enhances teaching numerous other people really feel that it causes as well numerous challenges and that it is a waste of time. If technologies is as productive in the classroom as numerous teachers think it to be why do some students dislike it so a great deal?

In order to objectively respond to this query, three articles had been examined. two out of the three relate how the use of technologies in the classroom frustrates students though the final one particular translates the thoughts of students who really feel that technologies in the classroom has responded to their want. So the challenge is not that technologies is not productive but rather that some teachers want to be mindful about technologies use in the classroom and other people want to be educated in order to effectively use technologies to teach so that students do not view technologies as obstruction studying but as an enhancing tool.

Right after summarizing the three articles that have been reviewed we will be in a position to prove that there are two groups of students who claim to dislike technologies in the classroom: These who are improperly exposed to it by their teacher and these who did not give themselves adequate time to familiarize themselves with it. We will then be in a position to get to the logical conclusion that these exact same students would appreciate the worth of technologies in the classroom if their teachers employed it effectively. Let us initially summarize the articles that we are referring to.

The write-up “When superior technologies indicates terrible teaching associated that numerous students really feel that teachers and professor use technologies as a way to show off. Students complain of technologies generating their teachers “much less productive than they would be if they stuck to a lecture at the chalkboard” (Young) other complications associated by students incorporate teachers wasting class time to teach about a internet tool or to flab with a projector or computer software. When teachers are unfamiliar with the technological tools, they are probably to waist a lot more time attempting to use them the technological computer software that is employed the most according to students is PowerPoint. Students complain that teachers use it rather of their lesson program. Lots of students clarify that it tends to make understanding a lot more hard “I contact it PowerPoint abuse” (Young). Professors also post their PowerPoint Presentation to the college board just before and following class and this encourages students to miss a lot more classes.

A different challenge reported in the write-up with the use of technologies in the classrooms is that numerous schools devote time to train their employees about how to use a unique technologies but it does not train them on “tactics to use them nicely” (Young). The writer believed that schools ought to also give tiny monetary incentives to teachers and professors to attend workshops.

In an interview produced with 13 students, “some gave their teacher a failing when it came to utilizing Energy Point, Course Management systems and other classroom technologies” (Young ) some of the complains had been once again about the misuse of PowerPoint’s and the truth that instructors use it to recite what is on the scale. A different complaint was that teachers who are unfamiliar with technologies typically waste class time as they devote a lot more time troubleshooting than teaching. The final complain talked about is that some teachers demand students to comment on on the internet chat rooms weekly but that they do not monitor the outcome or under no circumstances make reference to the discussion in class.

Similarly, the write-up “I am not a laptop or computer individual” (Lohnes 2013) speaks to the truth that students expectations as far as technologies is concerned is incredibly unique. In a study carried out with 34 undergraduate university students, they advise that technologies is an integral element of a university students life since they have to do need to all the things on the internet from applying for college or university, looking and registering for classes, spend tuition and that in addition to getting integrated in the administration, and so forth. technologies is also extensively employed to teach and is valued by greater education.

These students, having said that, really feel that technologies poses a barrier to results as they struggle to align with the techniques in which the institution values technologies.” A student explains that technologies is employed in her freshman year to turn in assignments, participate in discussion boards and blogs, emailing the professor, viewing grades and for a wide variety of other administrative activity which includes tracking the subsequent college bus. This unique student whose name is Nichole says that she does not personal a laptop but shares a family members laptop or computer. She has a younger brother who also utilizes the laptop or computer to total his college function so she consequently has to remain up late to total assignments. She states “technologies and I? We under no circumstances had that connection” (Lohnes). Nichole dislikes the truth that her college requests that she had a lot more make contact with with technologies than she is conformable with. Nonetheless, she explains that as she began carrying out these college on the internet assignments so often she came to recognize that they had been not that terrible.


A single of her troubles although with technologies is that she had come from Puerto Rico about a year prior getting into college and that she under no circumstances had to use the laptop or computer so a great deal there. The articles relates that other college students like Nichole have admitted that they are “reluctant technologies customers” (Lohnes) The write-up desires to clarify, in essence, that even though most folks would count on that college students favor technologies and are currently familiar with it,” that assumption is faulty” (Lohnes).

On the other hand, the write-up “What Screenagers Say About… ” Higher college age students had been asked about what they believed of technologies but most expressed liking it. A single of them mentioned about PowerPoint: “My history teacher did a superior job with Energy Points. He would place them on the internet, which produced for actually excellent critiques.” (Screneagers, 2011) Other people expressed how technologies was actually who they are and that teachers ought to recognize for instance that when they text in class, they are not getting rude but that they have gotten employed to multi tasking. A different student invites teachers to not be afraid of technologies “Teachers should not be afraid of technologies. Have an understanding of that it really is how we reside our lives. So never just push it out. Understand to cope with us and how we function.” (Screenagers, 2011)

A different student having said that, expressed how she prefers easier technologies that her teacher is comfy with rather than higher tech that the teacher does not manipulate nicely “The most crucial point for teachers is to be comfy with what they are utilizing. It does not have to be super higher tech. My math teacher employed a projector, and it was one particular of my favourite classes. Then I would go to this other class exactly where the teacher employed Energy Points and the Intelligent board, but I did not get any a lot more out of it since she wasn’t comfy with the technologies” (Screenagers, 2011) Students spoke about their appreciation for practically all forms of technologies employed in the classroom. A different mentioned “A single of my teachers employed Skype. That is face-to-face interaction. If I had a challenge with some math challenge I was functioning on, I could take a image of it and place it on the Skype screen. She could see exactly where I was generating my error. It actually helped.” (Screenagers, 2011) The bottom line is that these higher college students wanted to let teachers know that they actually like technologies and that it is currently a excellent element of their every day routine but that it had to be employed effectively in order for them to take pleasure in it.

Similarly, they summarize a couple of items that they dislike as nicely. Amongst the list, they mentioned: reading on the laptop or computer, paying a lot for an on the internet textbook and the truth that they typically overlook all the things else when they get caught up with utilizing technologies.

Nonetheless, they had a great deal a lot more good items they liked in technologies like for instance that some teachers would text a query for them to consider about just before class, so if they do not know they answer, they would communicate with classmates to go over the possibility for the answer just before class. This makes it possible for them to go to class ready. They also like utilizing Skype, emailing their teachers rather of going to speak to them in individual. They also take pleasure in discussion boards. The guidance they would like to convey to their teachers is to make certain that they are comfy with what ever technological tools they are utilizing, to give them a lot more freedom to use the superior web sites and these in the middle variety when they are surfing the net utilizing college computer systems and to recognize that technologies is element of their lives.

Right after summarizing these articles, we can see that the students talked about in Youngs, 2004 dislike technologies since their practical experience with it was not satisfactory. In other terms, a group of students dislike technologies since some teachers are not mindful about technologies use or they want extra instruction. For instance, some students are frustrated since they really feel that instructors waist their time when they are not effectively educated to use the technological tools. Other people disliked the truth that some teachers had PowerPoint presentations which had been either not meaningful or they would just study what ever they wrote and add no extra comments. These examples are named “terrible teaching (Young, 2004) and they are in truth terrible examples that teachers ought to not adhere to since technologies is not meant to aid teachers do the least function or to adopt poor teaching practices. Somme students associated that PowerPoint was extensively employed by teachers so they even contact it PowerPoint abuse.

I can relate to what is getting expressed by these students. I observed a Teaching Assistant teach a grammar class lately. He bought a device to enable him to monitor the screen without having touching the laptop or computer. He was in a position to stroll all through the class though altering slides. It all looked so impressive but regardless of all of this show, students had been left so confused at the finish of the lesson. When they asked queries, he went back to the slide that had the grammar rule and study it more than to the class. The PowerPoint was a duplication of the textbook chapter. The exact same examples of the book had been employed. At the finish of the course, he felt that he had carried out a excellent PowerPoint when in truth, it was not meaningful. It was a copy/paste project from the text book to the screen. This instance shows that we want to use frequent sense when utilizing technologies. When teaching grammar, a teacher has to be in a position to come up with examples other than these in the book, you have to create on the board, have student practice what they have discovered. PowerPoint use was a actual terrible concept, in my opinion, for teaching this course. It was just not the suitable technological tool for the lesson.

Students in that class may possibly determine that they hate Energy Points since it confuses them a lot more though the challenge is not with the use of PowerPoint but rather with the teacher’s poor option of technologies. The point I also want to make right here is that teachers may possibly at times be unaware of their improper use of technologies. This is why, as educators, we at times want to ask students for their feedback so we may possibly make corrections exactly where necessary.

We can then conclude that these students dislike technologies as a outcome of improper technological use by teachers, and also since numerous teachers do not attend workshops or instruction sessions to aid them acquire a broader information of technologies because they are so busy. Like recommend (Youngs, 2004) and (Lohnes, 2012), these exact same busy teachers would have attended these trainings if there had been offered an incentive. In the write-up “Technologies Requirements in a Third-Grade Classroom” (Kovalik, 2001), it is associated how a study carried out on a 3rd grade class of 25 showed that students had been effectively utilizing technologies. There is no indication that these students dislike utilizing technologies. The write-up also talked about how the teachers had been extremely educated since the Ohio board pays incentive to teachers to participate in technologies instruction which teaching them not only how to use technologies by teaches them tactics on when to use them.

Boards from other states ought to take into consideration carrying out the exact same point to make sure that their teachers are responding to the technological want of their students and that they are teaching them according to the requirements. The Ohio college talked about above met the requirements as far as technologies is concerned since of the technologies coaching received by the teachers. If teachers discover how to effectively use technologies in the classroom, it will be a much less frustrating practical experience for them and for the student who will much less probably dislike technologies because it will meet its objective to boost teaching.

The other groups of students who dislike technologies are these who had been not exposed to it for lengthy adequate. The College Freshman, Nichole advises that she was not exposed to so a great deal technologies though she was in higher college in her house nation consequently, it seemed to be a burden to her to have to want a laptop or computer to total most of her college assignments but also to interact with her classmate through a discussion board. What is intriguing although is that even although she claimed to dislike technologies so a great deal, she advised that when she began to devote so a great deal time utilizing it, she realizes that it is not so terrible. Even although it is probably that some folks do not like the phone and texting so a great deal, the laptop or computer and some web page have turn into element of most folks every day routine. In Nichole’s case, she does not personal a laptop and has to wait for her turn to use the family members laptop or computer which indicates that she has no attachment to this media since her use of it is controlled. Having said that, when she gets to personal her personal laptop or computer, it is a assured that her view of technologies will modify.

I returned to college following about 12 years. When I was in college the 1st time about, absolutely nothing was electronic but when I contacted USF to apply, they told me that all the things was on the internet. At initially, I asked why all the things was on the internet but when I got employed to it, I began to recognize the worth of getting the comfort to do a lot of items without having getting to reside my house.

Hence, Nichole will undoubtedly not continue to dislike technologies that a great deal when she gets a lot more familiar and a lot more attached to it. The truth is that she stated that she began to recognize that it was not that terrible when she began carrying out so numerous assignments. She came to the conclusion that the laptop or computer was not however a pal but that it was no longer an enemy it became to her an acquaintance.

With this understanding, based on the background of some ELL students and based on irrespective of whether or not they had been exposed to technologies in their house nation, they may possibly not like technologies at initially but this ought to not be a sign that they will under no circumstances come to appreciated it. As teacher, we will want to enable them time to familiarize themselves with it though we continue to effectively use it so that we do not advocate against it or involuntary send missed details about its accurate worth.

On the other hand, the final write-up testifies to the truth that the new generation is technologies driven and that when employed effectively, they added benefits from it in the classroom, there are various examples of how teachers initially employed technologies to teach which are appreciated by students. What ought to the conclusion be then?

We have established that technologies use is productive in the classroom but that teachers want to take some actions in order to make this tool helpful to students. It is needed that they received some instruction if they lack it, and like a student recommended in the Screenager write-up, they ought to refrain from utilizing difficult tools if they are not certain about how to use them. It really is most effective to effectively use anything a great deal easier that they are familiar with like a higher college student recommended.

In addition, it is crucial for teachers to screen the numerous technological tools and to analysis them just before introducing them to their teaching. Must they test some that do not function nicely, they have to quit utilizing them and seek one particular that is a lot more acceptable. Most importantly, technologies is not constantly the answer this is why teachers ought to be balanced when utilizing it. If it is needed that we use the board and chalks to aid students far better recognize, this is what we ought to do. Undertaking so, we will make sure that a lot more students appreciate the use of technologies in the classroom for what it is worth

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