Computers and Education
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Computers and Education
As the days go by, things change. For now, technology is slowly replacing those labored hands that has controlled th8ings for many years. In the two essays, “From Learning as Torture to Learning as Fun” by Don Tapscott and “Makes Learning Fun” by Clifford Stoll, the two authors discuss the use of computers in education. Both authors discuss the positive and negative points that new age generation technology has had on today’s society. One author leans toward the good in technology and the other author leans toward the bad in technology. While both essays express many strong points about the use of computers, I am leaning towards Clifford Stoll and agree with him. He clearly gives his thoughts of how technology interferes with today’s education. With the number of kids not actually knowing the depth of what is being taught, technology should not replace real hands on learning.
Computers interfere with the chance of learning true education. With the programs of games that is suppose to give students the knowledge of what they should be learning, gives them only rewards for right answers. For example, “NFL Math and its many brethren typically present questions in the format 4+ 3=? They can accept only the obvious answers. Like Skinners pigeons, you get rewarded for pressing the right button,” (Stoll4). Problems that are given on computer programs expect right answers. It only wants to have one input of the right answer. A student can not go about in typing multiples of answers because the computer is programmed to read what the programmer has put in. A computer cannot be what a teacher is. It may teach, but it doesn’t give the real lesson. For example, “A real teacher might well ask, “Seven equals what?” A fascinating question with an infinite number of answers: “Three plus four,” “Ten minus three,” “Days in a week…,” (Stoll4). This gives the students the chance to be able to speak and to interact. If a student doesn’t understand, they then get the chance to ask the questions of: who, what, when, where, why, and how. If the student is lost, the teacher is there to guide them. On the other hand of the computer, it can not answer back. It’s only responses can be: “Sorry wrong answer,” “Please try again,” or “Better luck next time.” The computer acts as an accessory and the teacher is the guide.
On the other hand, there are those who feel that computers is a great part of learning. For example, “Why shouldn’t learning be entertaining? Webster’s Ninth College Dictionary gives the third and fourth definitions of the verb “to entertain” as “to keep, hold, or maintain in the mind,” and “to receive and take into consideration,” (Tapscott1). His feel of learning is through entertainment. He feels that for a teacher to be the entertainer it builds the enjoyment, motivation and the responsibilities for learning. Tapscott’s view of his teachings is to sit back and let technology do all the work. “The students learn to cooperate, work in teams, solve problems and take responsibility for the own learning–by doing. If there’s something they don’t understand, they must ask everyone else in the class before they can ask the teacher,” (Tapscott3). Tapscott believes that working as a team, without an instructor, students are able to accomplish anything. Individuality may help to start off on learning but if a teacher isn’t involved, how will a student know what is wrong and what is right. It’s just like leaving