Madisyn Bolin

ENG 112-971

3/7/19

Argument Paper

Effects of Technology on Younger Students

Every day more and more technology is being implemented into a child’s classroom.

There are many effects on younger students through the use of technologies; such as t.v.,

cellphones, tablets and computers. Many argue that technology is beginning to rot children’s

brains, ultimately leading to failure and depression in life. On the other hand, has anyone stopped

to think of the positives and how children are flourishing in the classroom from these advances?

The future is progressing and new generations must be willing to progress as well with these new

advances.

Since the rapid growth of technology, school systems around the world have been trying

to keep up with new innovative ways of teaching. First, it was through the use of hands on

activities that focused on solving real world problems. Teachers would implement the use of

rulers, protractors, and logarithm tables into their lesson plans. Slowly, during the Industrial

Revolution, more laborious tasks were incorporated, such as sewing and kitchen automation.

During the 18th and 19th century, not much was changing in school systems and curriculum did

not need adjustments. Then technology as we know it came into the picture, first in the form of

simple calculators or projector. Then, towards the end of the twentieth century there were

computers everywhere. These first computers were connected to telephone lines. Then quickly

progressing to be “connected by wireless, electromagnetic signals, the biggest network of

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information-exchanging entities, the Internet, was passing bits of information back and

forth”(Mitra). With this rapid evolution of technological growth, school curriculums were forced

to use these resources to keep up with the rest of the world.

Many teachers began learning about these new programs and ways in which they could

incorporate these new resources into their lesson plans. Marc Prensky explains this process by

using the terms “digital immigrants and natives.” Prensky explains how the “digital natives” are

younger generations that have grown up with these technologies. Therefore, the “immigrants”

are older generations or teachers that grew up with little to no technology.“However comfortable

we may eventually become with technology, we will remain immigrants, never as connected to

the land as the natives” (Lang). With that being said, learning about technology for some has

been a complaint. The use of flexible teacher training, like they do for example in the district of

Hattiesburg in Mississippi, eliminates the stress of this issue. “The Mississippi district provides

basic technology training through a series of self-paced, online modules”(Terrell). Through these

modules offer in-person workshops and private coaching session. All of these functions can be

done on their schedule and when it is necessary to learn new techniques. Through the use of a

technology coach, teachers can gain customized training one-on-one. Technology coaches can,

for example, help one teacher with learning a specific program but also help a different teacher

with more engaging math lessons with the use of technology.

Although teachers can become more comfortable with technology, with the help of

flexible training, there still is the issue with the effect of technology on students. Issues include

behavioral problems, lack of communication skills, and not having equal opportunities to benefit

from learning programs. When looking at behavioral issues, teachers have reported an increase
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of profanity. For instance, Roberta Sample comments, “Master teachers tell me, ‘I don’t know

what it is, Roberta, but I’ve never had a first grader tell me to ‘F’ off before” (Schultz). Another

behavioral issue that some blame on the constant home use of technology is violence. While this

argument that technology has a negative impact on behavior, there is the fact that these are

outside influences brought into the classroom. This is unacceptable behavior for school, but

unfortunately, there is no official way to handle this dilemma in a way to eliminate all parts of

the issue. Teachers can inform parents; if necessary principals too, of the issue in hopes of

solving the problem through communication. Most of the issues that are brought into the

classroom due to technology start at home and parents have the authority to prevent these.

An argument against technology with statistical evidence, is that students have a decrease

in communication skills. A study conducted by the Japan Ministry of Education shows that “an

average of 1 hour a day was 15% among elementary schoolers” (Hosokawa) that was spent using

mobile devices, which includes computers and tablets. Time spent using media can replace

interaction with peers or even parents when at home. Thus, “reducing opportunities for verbal

interaction with others”(Hosokawa). Without verbal interaction this may increase social

isolation, meaning possible depression and loneliness. This also could result in less playtime

amongst younger children. “Playing is an important element of childhood, which supports the

development of problem-solving skills and creative expression”(Hosokawa). While these are true

facts, there is a solution to this problem, teachers report they use different learning games.

Whether this be in a small group or as a class this resource can help children to socialize with

one another, while still focusing on curriculum. Not only for the benefit of socialization, but

“most elementary instructors said they would use games as motivational and engagement tools,
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as well as for learning differentiation”(Web Seminar Digest). While at school teachers tend to

take the extra step to ensure children are benefiting from all techniques, when at home parents

should also be ensuring that the time spent on technology is appropriate for the child as well.

Aside from these issues that lack some evidence against in-school use of technology,

there are some serious issues concerning equal learning benefits amongst all students.

Classrooms that rely just on computers or hand held devices lack some of the basics of the

pedagogy system. One may ask, what exactly is the pedagogy system? The pedagogy system is

defined as “the art, science, or profession of teaching” (Merriam-Webster). This includes

different ways individual children learn. For example, those who learn from hands-on activities

do not tend to benefit as much from just computer programs. These individual students need

more physical movement and visuals using physical objects. When just using technology, the

main question asked is ​“But can a computer program teach careful reading skills more

effectively than a great teacher working with books, pencils, and a blackboard?” (Lang).

Through personalization, the lack of equal learning benefits will begin to disappear.

Research through Project Tomorrow shows that out of 416,758 surveys, 46 percent of parents

stated that class sizes are overpopulated and “that learning is not being tailored to the individual

needs”(Web Seminar Digest). Newer programs, such as DreamBox Learning, can accommodate

the student and parent’s needs. DreamBox Learning is a math program geared towards students

in kindergarten through fifth grade. Tim Hudson, the director of design, states “We create our

own content, which adapts to the student in the moment. Students bring their own original ideas

to every lesson to form coherent connections”(Web Seminar Digest). ​Along with this program

others, such as virtual reality, opens up new possibilities for state-of-the-art learning. ​“The
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release of virtual reality headsets now allow teachers to design three-dimensional interactive and

individual environments for their students” (Philips).​ Needless to say, when using programs such

as these leads to “increased student motivation, improved collaboration and knowledge

construction, and enhanced classroom practices” (Philips). The cause of these improvements is

because it seems as though it is a game, rather than a lecture through powerpoint.

Obviously with the rapid growth of the technology in the 21st century, the skills that

children learn now will help them progress through life with less of a struggle. Allowing children

to grow with technology at such a young age will help them to build and further their skills better

than generations before. By the time they reach their adult ages and are ready for a career, they

would be more prepared for the technological advances that these jobs will require them to

possess. Jobs such as doctors, nurses and positions in automobile industries are seeing more

technological advances. Doctors now have access to surgical assistance these robots assist during

medical procedures. Nurses and other healthcare professionals, even as basic as it may seem,

have access to files and medical information at the tips of their fingers through tablets and

computers. With the incorporation and advances in vehicles, such as predictive automobile

technology, individuals need to be trained to deal with these technologies and how to repair or

replace these features. Not only will the skills that individuals possess as they progress through

life help them with their career, but may help the world progress forward with new inventions of

innovated technology.

In conclusion, no matter the number of positives and negatives of today’s technology, the

future has so much in store for the way teachers teach and encourage children to learn.

Technology will continue to progress and is here to stay, with more and more benefits surfacing
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along the way. Negative impacts will continue to diminish over time as technologist address

these issues and find solutions for generations to come.

Work Cited
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Hosokawa, Rikuya, and Toshiki Katsura. "Association between mobile technology use and child

adjustment in early elementary school age." ​PLoS ONE​, vol. 13, no. 7, 2018, p.

e0199959. ​Opposing Viewpoints in Context​,

http://link.galegroup.com.proxy039.nclive.org/apps/doc/A547708752/OVIC?u=shel4177

4&sid=OVIC&xid=83a8b91c. Accessed 13 Feb. 2019.

Lang, James M. "A Brain and a Book." ​The Chronicle of Higher Education​, 1 June 2007.

Opposing Viewpoints in Context,​

http://link.galegroup.com.proxy039.nclive.org/apps/doc/A164526448/OVIC?u=shel4177

4&sid=OVIC&xid=e32ebf80. Accessed 13 Feb. 2019.

Mitra, Sugata. "The Future of Schooling: Children and Learning at the Edge of Chaos."

Prospects,​ vol. 44, no. 4, 2014, pp. 547-558​. ProQuest​,

https://login.proxy039.nclive.org/login?url=https://search.proquest.com/docview/163517

0099?accountid=10163, doi:​http://dx.doi.org/10.1007/s11125-014-9327-9​.

“Pedagogy.” ​Merriam-Webster​, Merriam-Webster,

www.merriam-webster.com/dictionary/pedagogy.

Phillips, Michael. "How virtual reality technology is changing the way students learn." ​Opposing

Viewpoints Online Collection​, Gale, 2019. ​Opposing Viewpoints in Context,​

http://link.galegroup.com.proxy039.nclive.org/apps/doc/WKYVTM671961025/OVIC?u=

shel41774&sid=OVIC&xid=aef298a6. Accessed 13 Feb. 2019. Originally published as

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"How virtual reality technology is changing the way students learn," ​The Conversation,​

10 Jan. 2017.

Pittman Tiffani, and Trudi Gaines. "Technology Integration in Third, Fourth and Fifth Grade

Classrooms in a Florida School District."​ Educational Technology, Research and

Development,​ vol. 63, no. 4, 2015, pp. 539-554​. ProQuest​,

https://login.proxy039.nclive.org/login?url=https://search.proquest.com/docview/169684

3101?accountid=10163, doi:​http://dx.doi.org/10.1007/s11423-015-9391-8​.

Schultz, Frank. "Classroom Behavior Has Worsened." ​Has Child Behavior Worsened?​, edited by

Amy Francis, Greenhaven Press, 2014. At Issue. ​Opposing Viewpoints in Context,​

http://link.galegroup.com.proxy039.nclive.org/apps/doc/EJ3010885202/OVIC?u=shel417

74&sid=OVIC&xid=45ee0929. Accessed 13 Feb. 2019. Originally published as

"Children Behaving Badly: Has it Gotten Worse?" ​Janesville Gazette,​ 29 Apr. 2012.

Terrell, Jessica "Personalized learning reshapes PD: coaching, #EDCamps and other models

allow educators to brush up on targeted skills." ​District Administration,​ Apr. 2017, p.

39+. ​Opposing Viewpoints in Context​,

http://link.galegroup.com.proxy039.nclive.org/apps/doc/A490936977/OVIC?u=shel4177

4&sid=OVIC&xid=02b663a3. Accessed 4 Mar. 2019.

Web Seminar Digest "The future of personalized learning in elementary schools: new technology

advances personalized learning in elementary schools." ​District Administration,​ Jan.

2013, p. 14+. ​Opposing Viewpoints in Context​,

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4&sid=OVIC&xid=88247a03. Accessed 1 Mar. 2019.