Rogerian Argument: Misperception on Growth

The ongoing use of technology and other advancements in the classroom allow students to have quick access to information, grasp onto things using their own learning style and develop long term vital skills. On the other hand, many students and teachers are sometimes prone to distractions and change in the social dynamic thus the debate for whether technology does more harm than good in the classroom continues. Despite this, they both share a common ground in their motives: to create a learning environment in which students can perform their best. Overall, although technology may provide students different benefits, if it is not used correctly or with the right mindset, it can hinder the education system.

Don't use plagiarized sources. Get your custom essay on

“Rogerian Argument: Misperception on Growth”

Get custom essay

Using different gadgets and technology advancements in the classrooms help create an interactive environment in which students are more involved (Armstrong 41). While learning different skills such as collaborative learning, ways to navigate the online world, and the use of different online applications students begin to apply them into the “real world”. Technology will continue to be engraved into student’s daily life’s even after high school. Students are given many advantages when given the opportunity to learn and poses a vital skill for their life outside of kindergarten through twelfth grade. Furthermore, students are being taught how to work together and communicate online ,research thorough the use of technology. There are thousands of online devices in which students can use to thrive and incorporate their different learning styles into it. Teachers can also use technology to help incorporate different teaching styles into their curriculum.

With the exposure to different advancements, students are more prone to collaborate on different tasks. School board journalist, Allice Armstrong, states that “Utilizing tablets, smartphones, and whiteboards to encourage students to explore the Internet as a legitimate resource and to collaborate with other students or teachers can engage their students in ways that lectures and textbooks do not”(41). In the 21 st century students are using technology to research , find resources, and collaborate with others. Teachers also use technology to grade assignments, incorporate different teaching styles (with the use of online sites), and document data regarding student progress. While this is helpful, students and teachers can also do this without the use of technology.

Technology and the things that come with it may be considered expensive. According to Ascd.org, 56 billion dollars is invested into technology per year. (P. 2). Although technology is being paid for by the federal government, there are some things that are not included in the budget list: the consist updates and advancements for technology, and the teacher training required to teach using it. Furthermore, “It takes far more professional training through a variety of conferences, courses, professional literature, seminars… in order to get a better knowledge in the use of educational technology”( Stoši?,113). The debate of whether teachers and students can keep up with consist advancements within technology goes on today. “Technology is changing the way students learn and teachers teach” (Armstrong 40).

Although it is true that technology may allow students to collaborate, it can become a distraction to scholars. Furthermore, students watch videos, play videos games, and often check their social media. A study done by Telegraph illustrated that the use of technology is to similar to the addiction of drugs: students are able to receive quick results with their use of technology (Hough p. 2) This may include getting a like on a photo or even a text message, quick results that lecture and notes do not give them. After a while a student begin to crave and ache for this form of satisfaction. When a student does not receive it , their attention spans decrease and they are unable to focus in class. Like a chain reaction, the disruptive student begins to socialize which then leads to the teacher having to stop to bring back the classroom. This domino effect can be traced back to technology.

Technology can do good, but like many other things it can also have negative effects. With this in mind, if students and teachers relied less on the use of technology in the classroom and used it in only in times when it would be most beatifical then the education system would improve. Students can use books to research, paper to write on, and collaborate through things that does not abide with technology. When the use of technology is reduced in the classroom, the amounts of federal fund is also reduced. Furthermore, that money could be invested towards students collage plans or even teacher training in the consistently evolving classroom. The classroom would not be disrupted as much and students would begin to use more critical thinking in order to discover a solution.

In conclusion, the debate of how worthy technology in the classroom really is continues today. With the many factors that reside in this argument, there is not one correct side, but rather sides that have individuals with the same vision, creating the best learning environment, but different outlooks. With that being said, teachers and students may both benefit when the use of technology is reduced. There are thousands of resources in which teachers and students can use in their curriculum. However technology does more harm than good in the classroom if it is not used correctly. Even collaboration could open doors for distraction and side conversation.

Works Cited

Ascd. “Stretching Your Technology Dollar.” How Student Progress Monitoring Improves Instruction – Educational Leadership, www.ascd.org/publications/educational- leadership/dec11/vol69/num04/Stretching-Your-Technology-Dollar.aspx. Hicks, Stephanie Diamond. “Technology in Today’s Classroom: Are You a Tech-Savvy Teacher?” Clearing House, vol. 84, no. 5, Sept. 2011, pp. 188–191. EBSCOhost, doi:10.1080/00098655.2011.557406. Hough, Andrew. “Student ‘Addiction’ to Technology ‘Similar to Drug Cravings’, Study Finds.” The Telegraph, Telegraph Media Group, 8 Apr. 2011, www.telegraph.co.uk/technology/news/8436831/Student-addiction-to-technology- similar-to-drug-cravings-study-finds.html. Stoši?, Lazar. “The Importance of Educational Technology in Teaching.” International Journal of Cognitive Research in Science, Engineering & Education (IJCRSEE), vol. 3, no. 1, Jan. 2015, pp. 111–114. EBSCOhost, ezp.tccd.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN =110555581&site=ehost-live&scope=site.

Did you like this example?

Cite this page

Rogerian Argument: Misperception on Growth. (2019, Feb 20). Retrieved June 26, 2022 , from
https://studydriver.com/rogerian-argument-misperception-on-growth/

Save time with Studydriver!

Get in touch with our top writers for a non-plagiarized essays written to satisfy your needs

Get custom essay

Stuck on ideas? Struggling with a concept?

A professional writer will make a clear, mistake-free paper for you!

Get help with your assigment
Leave your email and we will send a sample to you.
Stop wasting your time searching for samples!
You can find a skilled professional who can write any paper for you.
Get unique paper

Hi!
I'm Chatbot Amy :)

I can help you save hours on your homework. Let's start by finding a writer.

Find Writer