by Ashley Kavan | 1/18/2012
Technology in today’s society has become so ever-present among our youth that it has become almost similar to a survival mechanism. Cell phones, laptops, computers, Apple products, television, mp3’s, the radio—you name it! Technology itself has made its way into the hearts of today’s young people, paving a pathway that potentially leads to learning, investigating, and even creating.
With all that being said, technology in the classrooms has become a key prop for many educators, not only as a tool but as a way to connect to the students. On one hand, it can become a disadvantage for the teachers when they open up the floor to using lessons involving cellphones. There are those students who would take advantage of this opportunity. They would become distracted from the main factor of the lesson and mentally wander off into their own world of texting, playing games, or maybe just “Googling” around out of mere boredom. This can be a hazard for students because they miss the main point of whatever lesson the teacher is trying to deliver. Having been a student myself not too long ago, this is completely understandable!
On the other hand, it can be a disadvantage for those less-advantaged students who are lacking the means, connections, or resources to obtain cell phones, technology, iPods, laptops, and the like. It can be rather discouraging for one to sit among peers who have the luxury of technology at their very fingertips. A student without a cellphone to use as a resource is not considered as often and risks being overlooked. Sure, owning a cell phone is typical. But without this common resource to use as a tool, many students may feel as if they are deliberately left out of lessons, giving them a sense of being in the minority.
From the teacher’s point of view, they strive to relate to their students while avoiding any “roundabouts,” dull resources, or plain old boring lessons.
And while using technology in the classroom can be efficient, this is not completely thought out wisely, considering any and all factors. How so? Well, who will be affected by this, and in what way? There are the some students who are pleased enough to sit quietly and fiddle with a device for which they live, breath, and dream of. However, it can shut many doors to those who have not been given the opportunity—or, worse, open unwelcome doors. If it comes down to a relatable resource, it should be one in which everyone can participate.
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