Alexandra Esser

EDUW 695
10/11/14

Debate Assignment: Do Computers Negatively Affect Student Growth?

YES

Monke, The Human Touch

Little evidence that access to computers leads to higher academic advances
There is a qualitative difference between learning about something which requires only
information, and learning from something, which requires that learner enter into a rich and
complex relationship with the subject at hand.
Students need to make a connection between abstract information and their experiences to make
information meaningful
McLuhan says technology is a process of amplification and amputation, where certain qualities
are emphasized while others are ignored
Technology is changing so fast that computer lessons become obsolete when students enter
workforce
Ecological impact: rapid accumulation, manipulation and sharing edges out contemplation and
expression of ideas, and the development of meaningful connections to the world.
Balance issue: The world is saturated with artificial, abstract, mechanical that its not needed at
school
Students need to learn moral and ethical strength, inner voice to not abuse or rely on power of
technology
Computers in schools elevates meeting the demands of technology rather than focusing on
meeting human needs
Teens reach to technology for the most powerful fix to their problems rather than to the
community and learn to find internal strength

Delvin, Feldhaus, Bentrem

Students cannot really focus and multi-task effectively, especially when asked to follow specific
instructions, and are used to acquiring information via technological devices
Technology is a tool and can not replace interacting with humans
Delen, E., & Bulut, O
Students more likely to use home computers for entertainment/recreation than school

NO
Hess, Technical Difficulties
Business and govt enterprises use it to do the same thing but cheaper and more efficiently

o U.S. Postal Service cut 16,000 from workforce in 2003

o 23,000 laid off in next 2 years
Technology spending per student in schools $0 in 1970, $118 in 2002, $89 in 2003 according to
Education Weekly
No pressure or competition to get ahead between schools
Technology makes available what was once just for elite (music, arts)
(Florida Virtual) allows faculty to reach students scattered around a state, offer variety of
subjects/ electives, and free up resources elsewhere
In 2003 almost 2 million students at university took at least one online course
In survey of 1,000 college admins conducted by Sloan Consortium, 57% said Internet-based
courses were equivalent to traditional courses in quality
There is a cultural bias against schools becoming too businesslike, but this is not a bad thing
Technology and data management can relieve teachers of data entry
Delvin, Feldhaus, Bentrem
Studies have determined that using technology at the beginning of class sessions helped
students stay on task, concentrate, and better understand instructions
Technology with Millennials (born 1980-2000) boosted both concentration and engagement.
Technologically literate people are able to function in our modern technological society
Students who perceive their instructors to be effective users of technology report greater course
engagement, more interest in the subject matter, and better understanding of complex concepts
(Caruso & Kvavik, 2005)
Schools need to mimic environments where students will eventually work
Delen, E., & Bulut, O
Recreational use of computers can improve ability to process information on screens and visual
attention
Exposure to information and communication technologies at home increased math and science
performance more than exposure at school
Students using technology to meet their own needs/ interests at home
Teachers may not be usefully integrating technology in schools
Study showed (Kim and Chang 2010) computer use at home reduced racial/ ethnic achievement
gap in math

Sources
Delen, E., & Bulut, O. (2011). The relationship between students' exposure to technology and
their achievement in science and math. Turkish Online Journal Of Educational
Technology - TOJET, 10(3), 311-317.
Devlin, T., Feldhaus, C., & Bentrem, K. (2013). The evolving classroom: a study of traditional
and technology-based instruction in a STEM classroom. Journal Of Technology
Education, 25(1), 34-54.
Monke, L., & Hess, F. (2004). Do computers negatively affect student growth. In J. W. Noll
(Ed.), Taking sides (17th ed.) (pp. 333-349). New York, NY: McGraw-Hill.

After reviewing the selected literature, it appears computers could negatively affect students.
When used effectively by technologically proficient teachers, however,computers and other
technology do not negatively affect student growth, but rather have the potential to enhance it.
Technology in schools these days now opens up many possibilities for students that were
otherwise unheard of ten years ago. Many classes are offered online or through virtual school
systems. Students at universities and high schools can take classes that either are not offered at
their respective schools, or that do not fit into their regular schedules. Some students find that
they are more successful taking online classes rather than face-to-face. Similarly, students can
now take classes over distance learning programs for the same reasons, but do not lose the faceto-face interaction with the teacher. Lastly, technology allows for more accessibility to
disciplines such as art and music, and helps bring the content to life in the classroom.
In addition to offering students more options, technology also allows teachers to be more
efficient or effective in their teaching. If teachers allow computers to take over data entry,
compiling, and analysis, they have more time to work on developing better lessons and teaching
rather than data gathering. Better lessons often include engaging students at the beginning with
a video, clip, or other type of technology. When students are engaged they concentrate and
perform better in class. Although getting students attention is essential, teachers need to
develop their lessons to meet the changing needs of students who have grown accustomed to
gathering information from technology.
Since students these days are so accustomed to tuning to their devices for the answers to
everything, it is up to the teachers to help students make the lasting connections between the
abstract information on a screen and students lives. The technologically literate are at a greater
advantage for keeping up with how fast technology is transforming the way we interact with

information, and savvy teachers are those who teach students to utilize technology within their
disciplines.
Teachers need to show students how to balance interacting with a screen and human
interaction. Conversing in real life is something that will never be fully replicated by
technology, nor should it be. Even though technology is a good thing and is positively affecting
students, we should be careful yet informed in our approach to using it in the classroom.