Writing exercise 01 (Paraphrasing)
There is disagreement about whether the introduction of technology into academic
classrooms has significantly improved learning; some argue for further classroom technology
integration, while others call for or enact institution-wide bans (Meierdiercks, 2005; Young,
2006; Andrew-Gee, 2015). According to Neiterman and Zaza (2019), the use of laptops in
class can improve learning and provide a range of opportunities and promote interactions.
Evidence can be built on technology’s benefits and how they are being introduced. The type
of academic disciples used also have a large impact and therefore result in how they are being
used in a classroom. In conclusion, the impact of the academic disciplines in which
technology is introduced and the kinds of technological advancements that are being tested in
the classroom may also have an impact on the proof of the benefits of technology and both
arguments over the use of technology in a classroom are being compared by the writers
Neiterman and Zaza (2019) and how they are helpful and how it can also have no beneficiary
outcomes.
The opposing people to technology and its benefits argue that even though it has
significant advantages, it still does not counterbalance the distraction it can cause in a
classroom due to various social media platforms and use of personal devices , therefore
consequently reducing focus and resulting in lower academic success.
The usage of technology both inside and outside of a classroom may result in an
overload of information causing lower satisfaction with education. It is suggested that over
over 90% of students use technology in class that are unrelated to the task given. In addition,
students are not only impacting their own academic life by using technology which is
completely irrelevant to the given task, but also the performance of other students.
References
Neiterman, E., & Zaza, C. (2019). A mixed blessing? students’ and instructors’ perspectives
about off-task technology use in the academic classroom. The Canadian Journal for the
Scholarship of Teaching and Learning, 10(1).
https://doi.org/10.5206/cjsotl-rcacea.2019.1.8002