Can Students Have Too Much Tech By Susan Pinker Summary

In this day and age, it appears students and technology go hand in hand. Despite being a controversial conversation, teachers and other andminstators are searching tonintergrate computers and othe technological devices into schools. Nevertheless, in order to efficently develop students into successful thinkers, technology will only be practical if used to enhance learning, not control leaning.

Since such connections are broader and accessible to almost every students, schools have become progressive in the way they use electronics. Kevin Delaney comments on teaching tools in schools, “Pioneering teachers are getting their class to post writing assignment online so other students can easily read and critique them…educators are beginning to interact with students..”(Source B) Students are able to give constructive feedback to other students and help each other improve. When teachers join the tech world, the relationship and communication between student and teacher is able to progress and advance. Teachers are able to direct students to specific resources which gives multiple online options to students who can look at different approaches to learning new information. However, too much information can inundate a child’s mind and can lead to a lack of imagination. Rather than create one’s own ideas, students are now force fed information without the ability to form unique beliefs. Esther Dyson calls attention to the fact that technology prevents students from being able to process information. She states, “machines automate the production of attention-consuming information.. today’s children are living in an information-rich time-compressed environment that often seems to stifle a child’s imagination.”(Source C) Giving students too much information in school

Technology is a relatively new thing and has come a long way in a short amount of time. Just a couple of years ago, most devices seen in schools were found in a computer lab. Today, with wireless networking, there are electronics virtually everywhere in the school, from projectors, projecting a teachers computer screen to iPads, and cell phones, in every students hands, used for everything possible. Although millions of dollars have been poured into American schools for technology, research has shown less than impressive results. Using a computer does not require a high level of thinking, and education

There are so many avenues to experience by using technology from research to presentation. For example, the use of classroom-to-classroom video chatting, such as a debate between two classes on a particular subject, can help students learn in a quicker manner and help them understand the topic at a higher degree. The use of iPads early on in elementary school and the introduction to computers that many children don’t receive would be beneficial later on in life. In today’s society, technology is used extensively in the workforce. Having the proper up-to-date technology can help the student better succeed and stay on top of the growing world. Utilization of technology will now prepare students for a better future. Schools should provide more ways to use technology in order to prepare students for a better

The biggest problem with today’s education is how rapid technology is advancing. So rapid, in fact, that schools are attempting to keep up, but are sadly falling short. Teachers are being required to incorporate new technology into their everyday methods of teaching. The use of IPads or laptops in classrooms can be helpful to both teachers and students(edreform online classes)”. If a teacher is not overly familiar with the new devices, then the students will lose what little time they have to learn. As a teacher is attempting to fix technical problems in one class, the class that has a tech savvy teacher will be advancing far ahead. On the other hand, if a classroom is full of students who are very unfamiliar with the technology will have to be taught how to operate it, which wastes valuable time. In today’s society technology usage is so much more widespread than it was just five years ago. The new toys can allow schools to broaden their curriculum. Since most work can be done on a single device, kids can work at their own pace and potentially reach heights they could never reach with book, pen, and paper. The benefits of this new tech greatly outweigh the downsides. The biggest problem with technology in classrooms is their lack of use. So few schools have jumped on board with these programs, and therefore are holding their kids back. These products are readily available, but “the use of new technology

According to the article “What’s the Matter with the Kids Today”, many adults believe that new technology is consuming the minds of young people. Amy Goldwasser uses research from Common Core surveys as well as Doris Lessing’s Nobel Prize acceptance speech to create her argument. Goldwasser uses these examples to explain that if parents and teachers better understood the use of technology, students wouldn’t be punished for their overuse of technology today.

In the article "Can Students Have Too Much Tech?" Susan Pinker explains the pros and cons of technology in the classroom. Her argument is supplemented by Studies from Duke University and Stanford University. She also utilized the history of the One Laptop per child nonprofit, along with her own research and opinions.

Even though some parents and teachers might disagree with Pinker’s argument, they all give credibility to the figures from which the evidence came from. In the beginning, economists Jacob Vigdor and Helen Ladd from Duke University, conducted an experiment to show the effects of a student’s academics when they were offered their own computers. Unfortunately, the results they received back were not up to par with the students’ previous scores. Further in, Larry Cuban, an emeritus education professor at Stanford, states that he agrees with Pinker’s view on the matter, describing technology as a novelty to a child’s education. He says, “It’s true that there is often an initial uptick in students’ engagement with their studies-interactive apps can be fun. But the novelty wears off after a few a few months.” Lastly, Randy Yerrick, a professor of education at the University of Buffalo, addresses his opinion on the matter. He says that technology in classrooms is, “worth the investment only when it’s perfectly suited to the task, in science simulations, for example, or to teach students with learning disabilities.” Given these points, it is clear that Pinker’s audience can give credibility to the speakers found in her editorial. Thanks to the interviewees’ highly educated backgrounds, parents and teachers can trust and believe in what they are saying on

Society should depend on technology, because it is essential to gaining more knowledge. With the use of technology, students are able to expand their knowledge and develop more efficient skills. In “Mind Over Mass Media,” Pinker explains that people are worrying too much about the negative effects of technology that they disregard its benefits. He claims that it is depended upon by most people and uses a scientist as an example in his essay to prove that they depend on technology as they are, “never far from their email, [...] cannot lecture without PowerPoint. If electronic media were hazardous to intelligence, the quality of science would be plummeting. Yet discoveries are multiplying like fruit flies, and progress is dizzying” (Pinker 4). By using a scientist as an example, Pinker conveys that even the most important occupation uses technology to do their job. He explains that “electronic media” has no significant effect on one’s “intelligence” because rather than it causing one to lack

As the technology advances, more utilities become available to us that make our lives easier. This correlates to the short essay “Why Computers Don't Belong in the Classroom” by Clifford Stoll. Stoll argues that the high usage of technology in schools gives students the incentive have weak thinking skills and not focus in class. I agree with the argument of Clifford Stoll as the usage of technology simply motivates students to procrastinate, rely heavily on online resources and lose interest in class activities. Technology provides a distraction for students as they would rather watch TV or play video games.

Today’s students need technology in the classroom in order to prepare for future careers, it will help them stay engaged in the classroom, and up-to-date with the most recent research that will ultimately enhance their learning experiences. Concluding the article “Can Students Have Too Much Tech?”, author, Susan Pinker, decides that more technology in the classroom will not help a child to achieve higher test scores. Having conducted a research study of only underprivileged children may have affected the results in various ways. Biased research is an unjust way to make any decision relating to a child’s education. Although there are some instances where Pinker's beliefs coincide with thoughts of my own, the belief of less technology for children

Common criticism of the use of technology in education is that value is not added to the educational processes or outcomes. Many believe that technology represents an additional cost, extra time lost during teaching and may not properly address the many struggles to improve learning for students. Indeed, many find older versions of computers that have no source of power or the inability to provide basic functionality provides no use for the classroom and would rather teach traditionally. For example, Mike Trucano researched schools in Africa and recognized a school in Kenya who acknowledged they had one computer lab of which the computers laid unused because the school did not have any teachers or students who were trained well enough to use them. Indeed, many studies conclude that “simply putting computers into schools is not enough to impact student learning.”

I choose option 2. I choose the article “Can students have too much tech?” by Susan Pinker published in New York Times. The main argument of the article children spending on technology too much. The summary of the article is students in classroom are spending too much time on technology. They are either playing games or chatting online. They are not interacting with other students and they are not finishing their homework. When kids start to use technology their academic scores dropped because they are not focused on their work.

Have you ever taken a tour to an middle or high school and saw where the black boards use to be there are now giant computer screens? Our world is changing to a new era where technology has taken over not only the homes but the schools as well. Computers can now be found in almost every classroom and home, but, is this a good a thing or a bad thing? In the New York Times article “Can Students Have too Much Tech” written by Susan Pinker she examines what it means to have technology not only in the classroom but, in the homes of many children. While I agree that teachers must also be equipped with skills to manage, educate, and control technology in their lesson plan, I find her reference to be flawed. Her references does not examine the educational

Technology has made great strides in the past 20 years. It plays a very important role in our lives today and even plays a critical role in the way students learn all over the world. Unfortunately, students now rely on technology instead of learning key fundamentals. Technology has replaced the need to learn and most answers are just a google search away. Technology has also become expensive and lower socioeconomic school districts have found affording the newest technology difficult because of their lack of funding. Technology is a great learning tool when used appropriately. The lower socioeconomic school falls behind in the expanding frontier of technology in the classroom because they cannot afford it compared to their counterparts and results in a gap in education. The development of technology in the classroom has caused students to fail the learning of fundamentals and has exploited lower socioeconomic school districts.