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.
How do we access the seemingly ambivalent role of technical innovations in students' learning procedure? Someone claims that such technologies are all too often distract from real learning, despite the fact that those innovations seems to provide colleges with improved methods for imparting with students. In my humble view, it is true that modern technologies could undeniably facilitate both students' learning and teachers' courses. However, this doesn't mean that various negative phenomena mentioned in the issue track doesn't exist. Furthermore, the real key is to how to build up student's interests for learning rather than fiercely blaming external tools, such as technologies.
To start off, modern technologies play an increasingly significant role in regards to education from two separate perspectives. In this first place, by utilizing modern innovations, sch as video, computers and the internets, educators can enrich students' perception for knowledge and inspire their interests for learning. Therefore, it is more likely for students to proactively explore the unknown information for us and further build up more comprehensive knowledge. Additionally, it is through new media channels that students are able to glean materials from different channels, which definitely outshines the traditional approaches. Consequently, we can imagine comparably larger learning scope than ever before, which might further cultivate them as generalists required by our society. For example, when I ever learnt with Red-Black tree in algorithm course, I always perplex with such complex but seemingly useless algorithm structure. Nevertheless, several animations on internet visualize such tedious procedure and impart me with practical use cases. After browsing such video meticulously, I began to understand the meaning of such model and its importance in algorithm.
However, tenable as the issue holds for positive impact of technologies, I have to contend that it would give rise to several detrimental results. First of all, as sluggishness is the nature of human being, especially for pupil without rejection for abstractions, students are likely to abuse information on the internet for learning, instead of for avoiding necessary hard work during learning. In this sense, diverse information, such as ppt for course and answers for assignment, might lead to their indulgence. Additionally, immersed with interesting and enthralling medias on the internets, it wouldn't be guaranteed that students can focus on the essential material for learning. In this sense, such technologies might play a negative role with regarding for study. Let's expand our previous example of Red-Black tree cases, despite the fact that I could enjoy programming practice on online judge, majority of students, who practice such algorithm on it, just wanted to see a greater number of accepted solutions. Therefore, they might just copied so-called solution template and submit as their own programming result. In this case, convenience of information on internets doesn't help them enhance their skills, but only impede with mastering mandatory skills behind.
Furthermore, behind the claim that technical innovations greatly improve or impair education is the assumption that eternal tools dominate students' learning. However, such assumption is problematic and doesn't always hold true. Learnt from philosophical theories and historical examples, it is evident that external facilities mentioned above can promote our learning, but is unable to dominate our learning. To put into another way, it is only students' motivation that could cultivate their internal desire and insatiably pursue with knowledge. Thus, instead of inculpating with distraction caused by technologies, it is more sensible for us to reconsider whether such abstraction is triggered by distractions or insufficient inner desire. In most cases, with strong desire for learning, people tended with their strong credence until reaching the answers to their questions. In this light, it is more sensible for us to establish a more proactive attitude for pursuance with knowledge, which could efficiently sustain their avidness for learning and prevent from incursion of distraction. My programming experience is a case in point. At the onset of learning algorithm, I seldom consider writing code as interesting, due to lacking perception the underground beauty stemming from ratiocination and mathematics. With gradual accumulation of diverse algorithm model and problem-solving in practice, touching on intelligence near the surface of the code let me deeply enamor with it, which motivate me to spend a spate of private time for its learning. Briefly speaking, it is through cultivating more enduring interests for things that we can indefatigably pursue with learning by advanced technologies and reject irrelevant attractions.
In summary, while new technologies diversify our means for education, it is inevitable for them to incur distraction for students' real learning. Because students might eschew with sedulous learning attitude and be attracted by a spate of learning "noises". Furthermore, it is necessary to address that the key for learning stems from students' internal motivation rather than any external tools.
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Grammar and spelling errors:
Line 1, column 395, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...logies could undeniably facilitate both students learning and teachers courses. However,...
^^^^^^^^
Line 1, column 449, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...ing and teachers courses. However, this doesnt mean that various negative phenomena me...
^^^^^^
Line 1, column 522, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
... phenomena mentioned in the issue track doesnt exist. Furthermore, the real key is to ...
^^^^^^
Line 3, column 73, Rule ID: IN_REGARD_TO[1]
Message: Use simply 'regarding' or 'with regard to'.
Suggestion: regarding; with regard to
...s play an increasingly significant role in regards to education from two separate perspective...
^^^^^^^^^^^^^
Line 5, column 600, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wouldn't
...enthralling medias on the internets, it wouldnt be guaranteed that students can focus o...
^^^^^^^
Line 5, column 772, Rule ID: LETS_LET[1]
Message: Did you mean 'Let's'?
Suggestion: Let's
...negative role with regarding for study. Lets expand our previous example of Red-Blac...
^^^^
Line 5, column 1180, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...convenience of information on internets doesnt help them enhance their skills, but onl...
^^^^^^
Line 7, column 203, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...ver, such assumption is problematic and doesnt always hold true. Learnt from philosoph...
^^^^^^
Line 7, column 445, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'students'' or 'student's'?
Suggestion: students'; student's
...ng. To put into another way, it is only students motivation that could cultivate their i...
^^^^^^^^
Transition Words or Phrases used:
briefly, but, consequently, first, furthermore, however, if, nevertheless, regarding, so, therefore, thus, while, for example, in summary, such as, first of all, in most cases, it is true
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 23.0 19.5258426966 118% => OK
Auxiliary verbs: 15.0 12.4196629213 121% => OK
Conjunction : 22.0 14.8657303371 148% => OK
Relative clauses : 20.0 11.3162921348 177% => OK
Pronoun: 71.0 33.0505617978 215% => Less pronouns wanted
Preposition: 111.0 58.6224719101 189% => OK
Nominalization: 30.0 12.9106741573 232% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 4512.0 2235.4752809 202% => Less number of characters wanted.
No of words: 786.0 442.535393258 178% => Less content wanted.
Chars per words: 5.74045801527 5.05705443957 114% => OK
Fourth root words length: 5.29487408139 4.55969084622 116% => OK
Word Length SD: 3.1124845855 2.79657885939 111% => OK
Unique words: 401.0 215.323595506 186% => OK
Unique words percentage: 0.510178117048 0.4932671777 103% => OK
syllable_count: 1370.7 704.065955056 195% => OK
avg_syllables_per_word: 1.7 1.59117977528 107% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 19.0 6.24550561798 304% => Less pronouns wanted as sentence beginning.
Article: 1.0 4.99550561798 20% => OK
Subordination: 5.0 3.10617977528 161% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 20.0 4.38483146067 456% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 35.0 20.2370786517 173% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 46.2788883856 60.3974514979 77% => OK
Chars per sentence: 128.914285714 118.986275619 108% => OK
Words per sentence: 22.4571428571 23.4991977007 96% => OK
Discourse Markers: 5.34285714286 5.21951772744 102% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 9.0 7.80617977528 115% => OK
Sentences with positive sentiment : 22.0 10.2758426966 214% => Less positive sentences wanted.
Sentences with negative sentiment : 9.0 5.13820224719 175% => OK
Sentences with neutral sentiment: 4.0 4.83258426966 83% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.245650181688 0.243740707755 101% => OK
Sentence topic coherence: 0.0646480945134 0.0831039109588 78% => OK
Sentence topic coherence SD: 0.0498670171308 0.0758088955206 66% => OK
Paragraph topic coherence: 0.168004108391 0.150359130593 112% => OK
Paragraph topic coherence SD: 0.0497839584974 0.0667264976115 75% => OK
Essay readability:
automated_readability_index: 16.8 14.1392134831 119% => OK
flesch_reading_ease: 40.69 48.8420337079 83% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 13.1 12.1743820225 108% => OK
coleman_liau_index: 16.31 12.1639044944 134% => OK
dale_chall_readability_score: 9.57 8.38706741573 114% => OK
difficult_words: 241.0 100.480337079 240% => Less difficult words wanted.
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Write the essay in 30 minutes.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 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.