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.
Many would say that the recent development of internet technology hampers students’ learning. In some sense, students are more susceptible to distractions because of the innovations. However, I still believe that we cannot easily ignore the benefits of improved methods for instruction.
Of course, it is undeniable that students are distracted a lot from computers and smartphones they have. In the classroom, teachers have tried hard to regulate internet usages to keep students’ attention on a lecture since they easily lose their concentration. Also, nowadays, we can easily observe the young who keep eyes on a smartphone in the subway, cafe, and road. These illustrate how many students are addicted to the Internet. Thus, no one can easily impugn that internet technology impedes students’ best learning.
Despite the negative side effect, I believe innovative technologies can be wisely used to increase learning efficiency. Students can keep their concentration on a video clip because it interestingly conveys information. Moving pictures, narrative, and sound effects are integrated into a single video and help better understanding for learners. In fact, tons of scientific research already proved the increased learning ability of students when educators use improved innovative methods. Many teachers in primary school also report decent outcomes after they tried using video materials in classroom. For example, my mother who is an elementary school teacher said that her students focused well when they watched science video clips on Youtube. The video is not only fascinating but also highly educational. In this regard, computers and the Internet can refine a traditional learning environment using textbooks.
Moreover, educators can offer various learning materials to students, thanks to the Internet. Educators simply search on the Internet and find useful things such as videos, vlogs, and research papers. They no longer need to concoct all class supplements themselves. All they have to do is search on the Internet and select apt information for their students. For instance, there is a famous internet site in South Korea used by high school teachers all around the nation. They uploaded class materials in which they made by themselves and shared link of references. In this way, teachers not only save time but also provide high-quality out-of-class materials to students.
In sum, I firmly believe using high-technology devices is the most salutary way for students to be instructed because they can attain useful knowledge of what class cannot fully cover. Also, intriguing visuals provided by the Internet attract students’ attention and make students entirely immersed in their studies.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-17 | AC1990 | 62 | view |
| 2020-01-17 | AC1990 | 54 | view |
| 2019-12-25 | m_cobanera@yahoo.com.ar | 66 | view |
| 2019-12-17 | Isabella1027 | 75 | view |
| 2019-10-17 | mors | 50 | view |
- In an effort to improve our employees' productivity, we should implement electronic monitoring of employees' Internet use from their workstations. Employees who use the Internet inappropriately from their workstations need to be identified and p 59
- Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. 3
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- Students are more influenced by their teachers than by their friends. 76
Transition Words or Phrases used:
also, but, however, if, moreover, so, still, thus, well, for example, for instance, in fact, of course, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 19.5258426966 61% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 12.0 14.8657303371 81% => OK
Relative clauses : 10.0 11.3162921348 88% => OK
Pronoun: 32.0 33.0505617978 97% => OK
Preposition: 48.0 58.6224719101 82% => OK
Nominalization: 11.0 12.9106741573 85% => OK
Performance on vocabulary words:
No of characters: 2335.0 2235.4752809 104% => OK
No of words: 417.0 442.535393258 94% => More content wanted.
Chars per words: 5.59952038369 5.05705443957 111% => OK
Fourth root words length: 4.5189133491 4.55969084622 99% => OK
Word Length SD: 3.00387066346 2.79657885939 107% => OK
Unique words: 236.0 215.323595506 110% => OK
Unique words percentage: 0.565947242206 0.4932671777 115% => OK
syllable_count: 721.8 704.065955056 103% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 9.0 6.24550561798 144% => OK
Article: 1.0 4.99550561798 20% => OK
Subordination: 0.0 3.10617977528 0% => More adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 25.0 20.2370786517 124% => OK
Sentence length: 16.0 23.0359550562 69% => The Avg. Sentence Length is relatively short.
Sentence length SD: 28.0557730245 60.3974514979 46% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 93.4 118.986275619 78% => OK
Words per sentence: 16.68 23.4991977007 71% => OK
Discourse Markers: 4.44 5.21951772744 85% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 0.0 7.80617977528 0% => OK
Sentences with positive sentiment : 13.0 10.2758426966 127% => OK
Sentences with negative sentiment : 6.0 5.13820224719 117% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.212838783985 0.243740707755 87% => OK
Sentence topic coherence: 0.0618531888603 0.0831039109588 74% => OK
Sentence topic coherence SD: 0.0363449668305 0.0758088955206 48% => Sentences are similar to each other.
Paragraph topic coherence: 0.11799309056 0.150359130593 78% => OK
Paragraph topic coherence SD: 0.0338772086774 0.0667264976115 51% => OK
Essay readability:
automated_readability_index: 13.3 14.1392134831 94% => Automated_readability_index is low.
flesch_reading_ease: 46.78 48.8420337079 96% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.7 12.1743820225 88% => OK
coleman_liau_index: 14.9 12.1639044944 122% => OK
dale_chall_readability_score: 9.24 8.38706741573 110% => OK
difficult_words: 127.0 100.480337079 126% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 8.4 11.2143820225 75% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?
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Rates: 70.83 out of 100
Scores by essay e-grader: 4.25 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.