Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
The statement mentions that technology like internet and videos can distract students from learning which is not true most of the times because every student has a choice to use it for learning or for entertainment. However, learning process can be mixed with entertainment sometimes which can make learning process fun. Moreover, schools administer can suggest regulation programs to control the technology distraction.
First of all, we cannot ignore the numerous positive learning consequences by using technology. Imagine a country, Iran, where there was not internet to help students to understand textbook contents better. Consider how much easier it could be for students to study with innovations like teaching websites. It is obvious that technology can bring an opportunity for teachers to teach their concepts better to students.
Additionally, depending on the concept everybody can study better by using different modernization methods. For example, it is easier for some students to understand textbooks’ concepts by reading different articles, research papers, online books, and online flash cards. Moreover, some students are more comfortable to learn with watching videos and movies, and seeing pictures. No matter what is the teaching concept and how students are able to learn, revolutions like Internet and computes have brought many ways for teachers to teach more efficient and for students to learn deeper.
On the contrary, some teachers and parents believe that unlimited use of Internet is not good because it can be a distraction in schools. Obviously, students who spend a lot of their time playing video games, checking their Facebook, and chatting online cannot focus on their studying; however, we cannot blame the technology. There are always two sides of technology which can be positive or negative. Students who choose to use those technologies for studying purpose are able to learn. On the other hand, students who use an internet for entertainment can slow down their learning time. However, there are some teaching video games and videos that can help students to have entertainments and learn books’ concepts at the same time. In addition, schools can easily install especial programs to filter video games, entertainment websites, and Facebook.
In conclusion, Students should use innovations like Internet and videos which can improve teaching and learning techniques because it is obvious that students can get extra help from different online websites to learn deeper. In case of technology distraction, schools can have regulation programs to guide and monitor students.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-07-28 | qsdzlbnwtpzecdeugi | 33 | view |
| 2024-02-19 | Zahid6400 | 75 | view |
| 2024-01-19 | rimpiG | 54 | view |
| 2023-11-09 | Feiyang Wang | 79 | view |
| 2023-08-05 | weonalaz | 58 | view |
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Grammar and spelling errors:
Line 1, column 309, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to process'
Suggestion: to process
...nment sometimes which can make learning process fun. Moreover, schools administer can s...
^^^^^^^
Line 5, column 226, Rule ID: ENGLISH_WORD_REPEAT_BEGINNING_RULE
Message: Three successive sentences begin with the same word. Reword the sentence or use a thesaurus to find a synonym.
...ferent online websites to learn deeper. In case of technology distraction, schools...
^^
Transition Words or Phrases used:
first, however, if, moreover, so, for example, in addition, in conclusion, first of all, on the contrary, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 19.0 12.4196629213 153% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 13.0 11.3162921348 115% => OK
Pronoun: 19.0 33.0505617978 57% => OK
Preposition: 46.0 58.6224719101 78% => OK
Nominalization: 12.0 12.9106741573 93% => OK
Performance on vocabulary words:
No of characters: 2221.0 2235.4752809 99% => OK
No of words: 403.0 442.535393258 91% => More content wanted.
Chars per words: 5.5111662531 5.05705443957 109% => OK
Fourth root words length: 4.48049772903 4.55969084622 98% => OK
Word Length SD: 2.8462328082 2.79657885939 102% => OK
Unique words: 191.0 215.323595506 89% => More unique words wanted.
Unique words percentage: 0.473945409429 0.4932671777 96% => OK
syllable_count: 668.7 704.065955056 95% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 6.24550561798 64% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 4.0 1.77640449438 225% => Less conjunction wanted as sentence beginning.
Preposition: 5.0 4.38483146067 114% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 20.0 23.0359550562 87% => OK
Sentence length SD: 44.511346868 60.3974514979 74% => OK
Chars per sentence: 111.05 118.986275619 93% => OK
Words per sentence: 20.15 23.4991977007 86% => OK
Discourse Markers: 6.15 5.21951772744 118% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 1.0 4.83258426966 21% => More facts, knowledge or examples wanted.
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.228065947649 0.243740707755 94% => OK
Sentence topic coherence: 0.0833738783102 0.0831039109588 100% => OK
Sentence topic coherence SD: 0.0574693576707 0.0758088955206 76% => OK
Paragraph topic coherence: 0.159043244675 0.150359130593 106% => OK
Paragraph topic coherence SD: 0.040381396173 0.0667264976115 61% => OK
Essay readability:
automated_readability_index: 14.6 14.1392134831 103% => OK
flesch_reading_ease: 42.72 48.8420337079 87% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 14.68 12.1639044944 121% => OK
dale_chall_readability_score: 8.43 8.38706741573 101% => OK
difficult_words: 97.0 100.480337079 97% => OK
linsear_write_formula: 9.0 11.8971910112 76% => OK
gunning_fog: 10.0 11.2143820225 89% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
---------------------
Rates: 58.33 out of 100
Scores by essay e-grader: 3.5 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.