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Matt Bulen
Connie S Douglas
ENG 2116-008
21 November 2016
Computer Assisted Education
As electrical technology becomes more integrated into society especially with computers,
students are being granted more classroom access to it every day. This generation of students are
experiencing the beginning of an educational revolution. These children known as Centennials
began with tablets and computers and are now learning with more advanced tools and software
inside the classroom. The use of computers and programs in the classroom is often a
controversial topic. With many people fearful of the depersonalization, which it might create in
these children, and because of the significant cost of supplying these tools on an equal basis to all
students. All things can be a negative when used in excess, but when used in moderation,
technology can make students excel at a more rapid pace.
Currently, technology in the classroom is primarily used for speeding up such tasks as
writing a paper, doing online research, giving in-depth presentations, and taking online tests.
These tools supply them with everything that is needed in order to succeed. Computers moving
into the classroom is not about the students using a computer or a tablet as a tool. It is about
using the computer in the classroom to enhance the curriculum with Electronic-Learning, also
known as e-learning systems. Utilizing these systems as a norm for teaching will not be easy, but
the results of it will change the way schools teach and how students learn.

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Teachers can truly only help so much. Of course, some students are bound to get left
behind with any material. Computers allow the student to repeat material that they are having
difficulty with, so they can master the lesson (Tlili). It is still a form of proactive learning, in
which the student has the responsibly for their own learning and must study on their own time to
make up for what they did not understand.
Many individuals will judge computers in the classroom as a negative, and spread
rumors or circulate myths to enhance their view. One myth is that bringing these electronics into
the classroom is too expensive. On average, most technology costs just over 5% of a school's
overall budget (Dhingra). It does take money to incorporate computers in the classroom, but not
as much money as one might think. Schools want to purchase multiple carts of Apple laptops and
iPads since they are sleek and easy to use. That is wrong direction. If schools bought plain and
simple windows desktops, and placed them in the corner of the classroom, they would serve the
same purpose, at a fraction of the cost. Students do not need mobile computers, they need access
to any computer. Schools will even wait to purchase computers, or even not purchase any
computers because they are looking to buy the best and most expensive equipment (Dhingra). A
plain basic desktop can cost upwards of 250 dollars, while MacBooks and other top of the line
laptops will cost over a 1000 dollars a piece. Multiply that by 100, and the price different is
ridiculous. Raj Dhingra is a speaker for incorporating more technology into schools, and he calls
this concept tech candy. The constant need our society has for upgrading technology and making
sure they have the best thing available.
The main focus of this research paper is, Everything in Moderation. Computers will not
depersonalize the learning experience when used correctly. Computers will compel a student to

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learn at their own pace, and allow the teacher to transform into a coach. They will be locked into
their own computer and learn by themselves. When they get confused, they will ask their teacher
a question. Their teacher will then have a one on one coaching session to get rid of the confusion
and allow the student to continue the learning process. Instead of lecturing and speaking to the
students in mass, they turn into individual guides at their side (Dhingra). This type of classroom
is called Blended Learning, which will be discussed further later in this paper. As long as the
teacher is available to every student, the classroom experience will get more personal, and meet
more of the students specific needs.
While going through all the ways technology is used in the classroom: blended learning,
e-books, personality systems, pre-lecture assignments, and forced collaborative assignments
appear to be the most beneficial tools to have and use in the classroom. Disregarding the pure
essentials like internet access, word processing software, and a schools website.
The Concept of blended learning came when a parent, Jessie Woolley-Wilson, realized
that the quality of a childs education, is solely dependent on their zip code. Kids that live in
better school districts get a higher quality education. So Jessie Woolley-Wilson decided to start a
type of online curriculum called blended learning. This was created for classes with too many
kids taught by a single instructor. It uses interactive adaptive learning software. Jessies kids
would spend 100 minutes a week on this software, and they would rotate in groups, splitting up
the time between the computer and the instructor. The adaptive learning software learns about the
user, just like current websites do. The best and most confusing way to explain the process is
learn the learner, as the learner learns (Woolley-Wilson). When Amazon makes a suggestion for
someone to buy a product, it is because they track the user and what they view. It is the same

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process with the learning software. It chooses the next lesson that the student should have based
on their previous lesson. The teacher has half of the class on the computers going through
lessons using this software. While the other half of the class gets a regular lecture from the
teacher. This allows the teacher to get more personal with half the class, and allow the kids to get
some critical thinking skills on their own for the other half of the time. Classrooms that tried
blended learning, went through an entire years curriculum, in only 6 months, which is
astonishing (Woolley-Wilson). The change up between face to face contact and computers keeps
the students attentive and focused, so no lesson is too long or boring. Plus, the software
reinforces subjects in which the student did badly, and flies through material that the student did
well on. After they get off the computer, they are also prepared for the teachers lesson and that
allows her to run through the material faster. With the right kind of teacher, and just a few
computers in the classroom, every school can turn into a top school in the United States.
Electronic storybooks for small children is another controversial topic within the learning
community. Most parents restrict their kids time on the television at a young age, so why would
they give them electronic books? The idea seems counter intuitive. Electronic storybooks grab a
young persons attention. Immediately it is more interactive and fun then just reading a book.
Due to utilization of animation and user participation. Plus, the number one reason for kids to not
read is because of their lack of vocabulary (Kao). They begin to not understand a word or two
per sentence, and that disengages the childs attention, mainly because they do not understand
what they are reading. They are making new e-storybooks that will incorporate a way for the
child to define any word and immediately correct the confusion. Allowing the reader to continue
reading at a steady pace. Along with attention grabbing animation, and a way to define hard

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words, e-storybooks are starting to give out clues throughout the story (Kao). This means that the
child will be instructed to focus on a certain point and remember it, that way when they continue
reading, the whole story comes together in the end. These new e-storybooks work very well, and
kids that read them have proven to test higher in reading comprehension than kids that read the
paperback storybooks (Kao). Why is this a good thing? If e-books can get kids interested in
learning at a younger age, they will be slowly trained to love reading. By the time they are in
middle-school, they will have transitioned from childish e-books to paperback novels and will
continue this trend for the rest of their life.
As more and more effort and research goes into technology in the classroom, learning
systems will being to take a childs personality traits into account when instructing them. Elearning systems are large programs that a school will purchase to teach their students individual
lessons, very similar to blended learning. Students get a username and a password, and their
progress through the curriculum is slowly processed and monitored. Do different types of
students respond differently to the same method teaching? Albert Einstein said, Everybody is a
Genius. But If You Judge a Fish by Its Ability to Climb a Tree, It Will Live Its Whole Life
Believing that It is Stupid. The students personality can affect the feeling or behavior of the
student while learning. If a students confidence level is down while going through an e-learning
system, they statistically will not absorb the information as well as others who have a high
confidence level (Tlili). Teachers have the advantage of face to face contact in which they can
adapt to their teaching environment, but computers can not. E-Learning systems are in the
beginning stages of creating an abundance of different system parts that can be shifted in order to

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generate the best results for the learners. If these systems can accommodate at least the majority
of students, it will create a more successful learning environment.
Collaboration in schools is a key component in a childs learning process. The concept of
sharing knowledge between two minds and creating a combined conclusion from the shared
ideas is a concept that most schools try to incorporate in the curriculum. Online learning systems
have learned to harvest this idea and incorporate into their material using one simple method.
The method of knowledge construction can be seen in the appendices under Figure 1. In the first
image both students were given the same information, A-E. In the second image, one piece of
information was left out for both students. Learning systems will give different groups of
students different sections of information, then force them to come together and collaborate their
ideas until they come to a single conclusion (Lee). Forcing collaboration among students in a
regular school setting will normally be done in group work. Which is very ineffective at most
times cause the student all received the same information. It is ineffective because there is no
need to share new ideas. With forced collaboration, students learn to listen to the owners of
knowledge, and then respond with their knowledge base to enhance the conversation (Lee). This
creates a special skill the students will continue to use for the rest of their lives. The skill of
actual teamwork and the construction of knowledge.
Computers in the classroom will change the way students are taught. As a society, we are
incorporating technology into everything we use, and it is necessary that we continue to use it
to advance learning. As long as schools are confident enough to buy the right computers, and
teach their kids in a way that is more specific to the individuals needs, it will be beneficial for

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all. If schools are open minded, and ready to make the change, blended learning, and other types
of e-learning systems will accelerate learning, and become the norm for teaching.

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Works cited Page
Dhingra, Raj. "Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend."
YouTube. YouTube, 15 June 2012. Web. 30 Oct. 2016.
Kao, Gloria Yi-Ming, et al. "The Effects Of High/Low Interactive Electronic Storybooks
On Elementary School Students Reading Motivation, Story Comprehension And Chromatics
Concepts." Computers & Education 100.(2016): 56-70. Academic Search Complete. Web. 18
Oct. 2016.
Lee, Hyunjeong, et al. "Cooperation Begins: Encouraging Critical Thinking Skills
Through Cooperative Reciprocity Using A Mobile Learning Game." Computers & Education 97.
(2016): 97-115. Academic Search Complete. Web. 18 Oct. 2016.
Lu, Hong, et al. "The Effects Of Computer Self-Efficacy, Training Satisfaction And Test
Anxiety On Attitude And Performance In Computerized Adaptive Testing." Computers &
Education 100.(2016): 45-55. Academic Search Complete. Web. 18 Oct. 2016.
Mohottala, H. E. "Improving Critical Skills Using Wikis And CGPS In A Physics
Classroom." Physics Teacher 54.7 (2016): 427-430. Academic Search Complete. Web. 3 Oct.
2016.
Tlili, Ahmed, et al. "Role Of Personality In Computer Based Learning." Computers In
Human Behavior 64.(2016): 805-813. Academic Search Complete. Web. 3 Oct. 2016.
Woolley-Wilson, Jessie. "Blending Technology and Classroom Learning: Jessie WoolleyWilson at TEDxRainier." YouTube. YouTube, 17 Dec. 2012. Web. 30 Oct. 2016.
Yeilyurt, Etem, Abdulhak Halim Ula, and Durda Akan. "Teacher Self-Efficacy,
Academic Self-Efficacy, And Computer Self-Efficacy As Predictors Of Attitude Toward

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Applying Computer-Supported Education." Computers In Human Behavior 64.(2016): 591-601.
Academic Search Complete. Web. 3 Oct. 2016.

Appendices:

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Figure 1