The truth behind technology... a perspective that disagrees with society
3,339 The average number of texts per month that individual teens sent or received during the second quarter of 2010. (The Neilson Company, 2010) Technology's influence on learningAccording to Rowan (2013) technology’s impact on learning can be seen through the increasing difficulty for children to be creative and imaginative because they are highly dependent on technology to entertain themselves instead of play. With increasing amounts of students watching and using technology, students are engaging with devices for long periods of time, which over stimulate their senses. Consequently, this over stimulation can result in children experiencing delays when “attaining child developmental milestones” (para. 3). Subsequently, this negatively influences the establishment of basic foundational skills for achieving literacy.
Once more, the advancement of technology on learning is demonstrated through the augmentation of psychological, physical, and behavioural deficits, contributing factors medical and educational institutions only recently becoming aware of (Rowan, 2013). Diagnoses of “ADHD, autism, coordination disorder, developmental delays, unintelligible speech, learning difficulties, sensory processing disorder, anxiety, depression, and sleep disorders are associated with technology overuse” and are rising at startling speed (Rowan, 2013, para. 4). "While no-one can argue the benefits of advanced technology in today's world, connection to these devices may have resulted in a disconnection from what society should value most, children. " (Rowan, 2013, p. 5) Valuable Time Lost
According to Klaus (2013) the implementation of technology in the classroom can be beneficial. However, educators who have not been sufficiently trained in the technology will lose valuable learning time dealing with technical problems. Not only are teachers expected to be competent on the technology their students are too. Thus, educators are then faced with the challenge of having a class composed of different digital abilities. While it is important to guide and teach students how to use technology, this process must be taught in a way that addresses every student’s needs or more learning time will be wasted.
Digital literacy is not necessary for earlier gradesZwaagstra concludes that while it is understandable the students in higher years become digitally literate, Zwaagstra believes it is not essential for the younger students. Therefore, the introduction of computers at too early an age can have negative effects on academic achievement (as cited in Van Brummelen, 2009). This is because research shows that "frequent use of computers in schools results in decline in academic performance, downplays the importance of conversation and careful listening and limits the development of children's imaginations" (Van Brummelen, 2009, p. 133).
|
Digital Literacy is not opposed but Technology isFrom personal findings, no research has directly negated the implementation of digital literacy in education. However, the original catalyst for the literacy, technology, presents a number of controversies and negative perspectives. The direct rejection of technology therefore opposes digital literacy because this form of literacy teaches one to use technology effectively and efficiently.
7 The hours per day the average 8-to 18 year old spends with digital media on screens. Digital literacy's influence on teachingResearch demonstrates that negatives perspectives of technology appear to be underpinned by behaviourist teaching strategies (Van Brummelen, 2008; Tapscott, 1998).This type of teaching is characterised by rote learning, the teacher is the main source of expertise and student's a passive learners of (Collins & Halverson, 2009). Therefore, this negative view includes the following debates;
“Uniform Learning versus Customisation” This debate is fundamental to a sceptics’ view of implementing technology in the classroom; the transition from traditional methods of teaching to 21st century teaching (Collins & Halverson, 2009, p. 43). Traditionally schools have been characterised by the uniformity of their educational programmes; each student learns the same material, studies the same material, and takes the same standardised tests in the prescribed way. However, the implementation of technology challenges this traditional framework, and requires educators to evaluate, assess and reshape the way they teach (Collins & Halverson, 2009). "Teacher as Expert versus Diverse Knowledge Sources" This second area of debate challenges the traditional belief that the teacher is the expert, responsible for passing on his or her expertise to his or her students. Wherein a teaching situation, the educator’s knowledge would be the main source of information. The fundamental advantage to this form of teaching is that teachers were able to define the scope of knowledge the students’ are expected to learn. However, technology now provides immediate access to many sources of expertise removing this invisible shield of protection (Collins & Halverson, 2009).
|