gre writing issue sample writing 101
- Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
Many would say that modern technologies provide students with effective weapons for learning. In many ways, it is hard to deny that students today enjoy great benefits from innovations such as video, the Internet, and personal communication devices. Then, is this new trend always beneficial to real learning? My answer is definitely “no.” Despite several seemingly beneficial effects, the change, from my opinion, too often limits and threatens true joy of learning.
Of course, few would disagree that new technologies have successfully changed and improved the quality of education. Especially, in terms of efficient and efficacious communications between teachers and students, there seems no reason we blame modern technologies. By virtue of video clips, young students can easily capture many elusive, abstract concepts with reduced mental efforts; one-hour film about the evolution of the Earth, which incorporates vivid graphics and mellifluous narrations may help students be liberated from reading hundreds of pages of boring books to understand the history of the Earth. By “googling” or referring to “Wikipedia,” students today can take what they want to know with minimal mental cost. In short, in terms of efficiency in understanding, modern innovations prove to be solid weapons for learning.
Nevertheless, in a sense, learning is never a simple process to increase the amount of knowledge as fast as possible or as convenient as possible. When it comes to the joy of accidental enlightenment, technologies which value only speed and efficacy might actually rob us of opportunities to gain unintended inspiration that comes from reading and digging hundreds of seemingly irrelevant pages of books. ………….
The speaker asserts that the ever-increasing reliance on technologies in schools creates more problems than they contribute to solving. In some sense, it is true that there are a number of side-effects resulting from the prevailing use of innovations such as video, computers, and the Internet on formal education. Focusing only on the negative consequences from technology-based modern education, however, this view fails to consider several opportunities coming from this new instructing method.
Of course, it is hard to deny that modern technologies can deter students from tasting true pleasures of learning. Students today rarely make somewhat boring, seemingly-unproductive tasks such as hand-calculations or reading hundreds of pages of book for seeking a piece of relevant information. Electronic calculators and fantastic statistical software make them free from doing such trivial tasks which bothered many students of yesterday. By “googling” and typing only key words on WiKi, we can gain neatly summarized information we want. However, at the cost of convenience, many students today have lost a kind of opportunity to experience the true beauty of gaining knowledge: a joy of true enlightenment coming from frequent trial-and-error, or one valuable idea rising from those boring processes of filtering out irrelevant information.
a
The speaker asserts that innovations such as videos, computers, and the Internet too often distract from "real" learning in the classroom. I strongly agree that these tools can be counterproductive in some instances, and ineffectual for certain types of learning. Nevertheless, the speaker's assertion places too little value on the ways in which these innovations can facilitate the learning process.
In several respects, I find the statement compelling. First of all, in my observation and experience, computers and videos are misused most often for education when teachers rely on them as surrogates, or baby-sitters. Teachers must use the time during which students are watching videos or are at their computer stations productively--helping other students, preparing lesson plans, and so forth. Otherwise, these tools can indeed impede the learning process.
Secondly, passive viewing of videos or of Web pages is no indication that any significant learning is taking place. Thus teachers must carefully select Internet resources that provide a true interactive learning experience, or are highly informative otherwise. And, in selecting videos teachers must be sure to follow up with lively class discussions. Otherwise, the comparatively passive nature of these media can render them ineffectual in the learning process.
Thirdly, some types of learning occur best during face-to-face encounters between teacher and student, and between students. Only by way of a live encounter can a language teacher recognize and immediately correct subtle problems in pronunciation and inflection. And, there is no suitable substitute for a live encounter when it comes to teaching techniques in painting, sculpture, music performance, and acting. Moreover, certain types of learning are facilitated when students interact as a group. Many grade school teachers, for example, find that reading together aloud is the most effective way for students to learn this skill.
Fourth, with technology-based learning tools, especially computers and the Internet, learning how to use the technology can rob the teacher of valuable time that could be spent accomplishing the teacher's ultimate educational objectives. Besides, any technology-based learning tool carries the risk of technical problems. Students whose teachers fail to plan for productive use of unexpected down-time can lose opportunities for real learning.
Finally, we must not overlook the non-quantifiable benefit that personal attention can afford. A human teacher can provide meaningful personal encouragement and support, and can identify and help to solve a student's social or psychological problems that might be impeding the learning process. No video, computer program, or Web site can begin to serve these invaluable functions.
Acknowledging the many ways that technological innovations can impede "real" learning, these innovations nevertheless can facilitate "real" learning, if employed judicially and for appropriate purposes. Specifically, when it comes to learning rote facts and figures, personal interaction with a teacher is unnecessary, and can even result in fatigue and burnout for the teacher. Computers are an ideal tool for the sorts of learning that occur only through repetition--typing skills, basic arithmetical calculations, and so forth. Computers also make possible visual effects that aid uniquely in the learning of spatial concepts. Finally, computers, videos and the Internet are ideal for imparting basic text-book information to students, thereby freeing up the teacher's time to give students individualized attention.
In sum, computers and videos can indeed distract from learning-when teachers misuse them as substitutes for personal attention, or when the technology itself becomes the focus of attention. Nevertheless, if judicially used as primers, as supplements, and where repetition and rote learning are appropriate, these tools can serve to liberate teachers to focus on individual needs of students--needs that only "real" teachers can recognize and meet.