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Pros and Cons of Using Electronic Gadgets in Studying
Pros and Cons of Using Electronic Gadgets in Studying

Pros and Cons of Using Electronic Gadgets in Studying

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  • Pages: 4 (1666 words)
  • Published: December 30, 2017
  • Type: Research Paper
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Some scholars actually have stated that our brains are evolving and changing due to exposure-repeated exposure-to various actively on the computer. These changes have Impacts on the traditional teaching-learning situations In classrooms and schools?particularly If one want to keep or focus the attention of students. In short, these so-called traditional teaching-learning style and practices might not be effective for the roaring digital minds. Does the use of digital technology really improve specific language, cognitive, or literacy skills?

Well, this is really a broad, complicated question. Actually, each area is broad and complex. In addition, the definition of improvement also becomes complicated and, perhaps, narrow, if we only address those skills related to the traditional print culture. We are going to look at the positive and negative effects of using digital technology in education. Rapid developments in information and communications technologies require learning institutions to continuously reevaluate the approaches In the physical as well as In virtual "classroom" teaching.

Read about The Effects of Gadgets on the Students

M-Learning (Mobile Learning) Is a kind of E-Learning which based on the use of mobile devices anywhere at any time. The advances and diffusion of mobile technology have Influenced considerably our everyday life changing our habits and practices by freeing us from the confines of the desktop activities. These devices must support wireless communicational technologies and have a possibility to present teaching materials, and to realize an asynchronous/ synchronous communication between learners and teachers.

The increasing availabi

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lity of low-cost mobile and wireless devices and associated infrastructure provides both opportunities and challenges for educational institutions and their searchers and learners. Mobile learning provides a high degree of mobility, flexibility and independence. Individuals can learn at any time and any location according to their personal learning budget. They can use unexpected Idle times spontaneously for learning, obviating the need for computer access and availability of learning materials.

It Is easy to find the good In this digital age. Think of the ease of finding and obtaining Information, especially via the net. Downloading Journal articles as well as having books delivered to one's office can save loads of time. Searching for information on a topic can be done quickly and efficiently, provided that one that has a good search engine. Google offers a wealth of beneficial tidbits for typographically and calligraphy's oriented readers and writers.

Typing tends to go faster for adept keyboard users, which many youngsters have become since they have essentially grown up with computers in the household. This makes note taking easier. When notes and assignments are saved to a computer, there's less likelihood of them getting lost, especially If Important files are routinely backed up. Data saved on a computer can easily be manipulated Into a number of deferent formats, potentially making It easier to study. Bodies of text can be transformed Into charts or pale graphs with many word processing programs.

Students can cut and paste Important quotes or examples into essays and the like, saving time on homework. In terms of notebooks. {This can be seen as a big plus to students who have grown accustomed to carrying around

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20+ pounds on their backs from a very young age. As many teachers turn to online resources, such as e-mailing and posting assignments on a arsenal Web site, students almost have to keep up with the times with some sort of tool that has Internet access. On the flip side, it is equally easy to find the bad in this digital age. The charge of stupidity is related to the assumption that a number of children and adolescents are spending an excessive amount time of testing, talking on cell phones, tweeting, beckoning, skipping, gaming and engaging in other social networking activities. There seems to be this constant need-actually, compulsion-to let others know what you are doing or thinking every particular minute of your waking hours.

In addition, there might be a steady stream of incoming messages or tweets to which there is an obsession to respond-not to mention the hope of receiving this litany of incoming messages. Some are not totally convinced that we should blame the new technology for the deterioration of spelling or writing skills. Nevertheless, there seems to be some evidence that the technological cut-and-paste, Wisped generation is engaging in a massive decoding or putting together of tidbits of uncritical information in a short period of time.

At first glance, there is even less inclination to proceed beyond their Goggled universes" or less appreciation for doing so. Instead of "Everything I learned or need to know, I learned in kindergarten," we now have "Everything I need to learn or to know can be Goggled. " This proclivity toward the notion of immediate and expedient access might portend a generation whose members have neither the time nor the motivation to become critical thinkers, readers, and writers, or consumers of information. Berliner actually laments that this could become the "dumbest" generation.

Many digital natives and quite a few digital immigrants are devoting enormous amounts of time ND energy to social networking sites and discovering shortcuts with respects to obtaining knowledge and understanding, and other scholars have implied that this type of knowledge and understanding can be so shallow and superficial that Alexander Pope is actually spinning in his grave. In essence, Berliner and others have asserted that many digital natives and immigrants exhibit a blatant disregard for deep, serious reading and reflective, rational thinking.

Everything needs to be expressed with "billeted points," or "sound bites," -often with splashy images or videos. Some professors or teachers are starting to lament the use of "bells and whistles" during their classes -not to mention the increase in the distrust or lack of understanding of scholarly research or science shown by many of their students. No doubt that there has been an increase either in plagiarism or in the ability to detect this notorious action.

Ironically, it might be the case that many students do not really understand this construct within the framework of hyper testing, especially with multiple authors contributing to the discussions or the postmodern notion that here is no such thing as an author or a text. We are Just embodied minds transacting with embodied casts of information such that

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