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

There is no shortage of debate whether technologies can negatively impact the student's leaning. However, everything in life has positive and negative effects and its vital to discuss both sides before taking a position. While many individuals will agree that technologies may harm the process of leaning, I believe that technologies can benefit it.

To begin with, I agree that technologies such as, internet and videos are very helpful to learn languages. There are enormous sources of materials on internet that teach in deep other idioms in terms of grammar, writing and speaking. Some sites can even teach the pronunciation of words. My own experience is a compelling example about this. I've recently returned to study English, and there are a lot of contend that I studied in the past and I cannot remember, so using a site of grammar on internet I can review every detail that I need in order to better follow the classes. This site has been very interesting for me to improve my English learning.

On the other hand, It is true that some individuals can face difficulties in learning when they have technologies available to be distracted with manly because the process of leaning involves attention. It can be hard to pay attention on a class when a friend is sending you interesting messages through the internet or when you need to concentrate and study at home but there is a thousand of good series to be watched on Netflix. Nevertheless, some individuals are enough mature to resist to them and keep focused on leaning. Thus, I believe that technology can harm more immature people, especially children.

Still, I agree that technologies can benefits more the process of leaning then harm it. In some circumstances, they are very effective to teach people some skills in a safely way. For instance, the simulators are devices like video-games that has been used to teach people to drive, so the beginner drivers do not need to drive on a street before they were well prepared. Likewise, they are used to simulate a surgery in medicine schools which, can prevent medicine students to start in humans.

All in all, the technological innovation proved to benefit the process of learning if they were used with wise. The technologies are very helpful especially for the ones who are learning a new language, who need to review some subject, and who need to acquire some skills in a safely way.

Votes
Average: 6.1 (3 votes)
Essay Categories

Grammar and spelling errors:
Line 3, column 343, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: I've
...nce is a compelling example about this. Ive recently returned to study English, and...
^^^
Line 7, column 167, Rule ID: A_RB_NN[1]
Message: You used an adverb ('safely') instead an adjective, or a noun ('way') instead of another adjective.
...ffective to teach people some skills in a safely way. For instance, the simulators are devic...
^^^^^^^^^^^^
Line 7, column 393, Rule ID: ADMIT_ENJOY_VB[5]
Message: This verb is used with the gerund form: 'used to simulating'.
Suggestion: used to simulating
...were well prepared. Likewise, they are used to simulate a surgery in medicine schools which, ca...
^^^^^^^^^^^^^^^^
Line 9, column 276, Rule ID: A_RB_NN[1]
Message: You used an adverb ('safely') instead an adjective, or a noun ('way') instead of another adjective.
... and who need to acquire some skills in a safely way.
^^^^^^^^^^^^

Transition Words or Phrases used:
but, however, if, likewise, may, nevertheless, so, still, then, thus, well, while, for instance, such as, it is true, to begin with, on the other hand

Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments

Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 17.0 12.4196629213 137% => OK
Conjunction : 11.0 14.8657303371 74% => OK
Relative clauses : 17.0 11.3162921348 150% => OK
Pronoun: 36.0 33.0505617978 109% => OK
Preposition: 61.0 58.6224719101 104% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.

Performance on vocabulary words:
No of characters: 2008.0 2235.4752809 90% => OK
No of words: 409.0 442.535393258 92% => More content wanted.
Chars per words: 4.90953545232 5.05705443957 97% => OK
Fourth root words length: 4.49708221141 4.55969084622 99% => OK
Word Length SD: 2.79083547007 2.79657885939 100% => OK
Unique words: 211.0 215.323595506 98% => OK
Unique words percentage: 0.515892420538 0.4932671777 105% => OK
syllable_count: 648.0 704.065955056 92% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK

A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 3.0 4.99550561798 60% => OK
Subordination: 1.0 3.10617977528 32% => OK
Conjunction: 2.0 1.77640449438 113% => OK
Preposition: 3.0 4.38483146067 68% => OK

Performance on sentences:
How many sentences: 19.0 20.2370786517 94% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 54.0602413544 60.3974514979 90% => OK
Chars per sentence: 105.684210526 118.986275619 89% => OK
Words per sentence: 21.5263157895 23.4991977007 92% => OK
Discourse Markers: 7.89473684211 5.21951772744 151% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 15.0 10.2758426966 146% => OK
Sentences with negative sentiment : 2.0 5.13820224719 39% => More negative sentences wanted.
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?

Coherence and Cohesion:
Essay topic to essay body coherence: 0.129743024327 0.243740707755 53% => OK
Sentence topic coherence: 0.0404516322172 0.0831039109588 49% => OK
Sentence topic coherence SD: 0.0352270308954 0.0758088955206 46% => Sentences are similar to each other.
Paragraph topic coherence: 0.071410898091 0.150359130593 47% => OK
Paragraph topic coherence SD: 0.0164132298352 0.0667264976115 25% => Paragraphs are similar to each other. Some content may get duplicated or it is not exactly right on the topic.

Essay readability:
automated_readability_index: 12.5 14.1392134831 88% => Automated_readability_index is low.
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 11.2 12.1639044944 92% => OK
dale_chall_readability_score: 8.23 8.38706741573 98% => OK
difficult_words: 92.0 100.480337079 92% => OK
linsear_write_formula: 8.5 11.8971910112 71% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 9.0 11.7820224719 76% => OK
What are above readability scores?

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Rates: 62.5 out of 100
Scores by essay e-grader: 3.75 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.

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.

It is a controversial issue that whether technologies should be used during classes. Some people think technologies improve methods for instructing students, while others assert that those technologies would distract students from real learning. However, I think technologies have postive affects for real learning.
To begin with, a real learning should increase students’ interests and videos help students to gain more interests. For example, when a social science teacher is introducing the origines of the United States of America, he or she can play videos about how the first thirteen states are united and through which students might be curious about the thriteen stripes on the American national flag. Therefore, they will search for extra information for it and would learn more about the American history in the end. On the contrary, if a social scientist teacher just tells students about the origines of the first thirteen states without playing any relevant videos, students might not know the meaning of the thirteen stripes on the national flag. In the end, they would lose interests in History and fail the class in the end.
Secondly, being efficient is important in learning processes, and digital information enable students to save time. Take searching for information as an example. Students would need to spend most of their time searching for information in libraries. Moreover, sometimes, they might need to take extra time doing researches in order to get the data they need. In the end, students may feel frustrated because of time consuming and give up learning. On the other hand, if students search information through the internet to finish their science reports, they just need to enter good keywords in online search engines and the abundant of information would come up within a second. Therefore, they can finish and hand in their reports on time. Therefore, they would save a great deal of time. As a result, students can manage their time well.
Last but not least, having good budget control belongs to a part of real learning and using computers allows students to use their money well. That is to say, since students are usually poor, they might not have enough money to buy the latest computers. If they need a computer for schools, they need to do a lot of researches online to find coupons or discounts offered by stores in order to buy a most affordable computer. Therefore, they would less money as usual. As a result, students would learn the importance of budget control.
All in all, a real learning includes increasing interests, being efficient and having good budget control for students and using videos, the interent and computers help student to develop these skills.