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.
The advancement of technology has provided new avenues of learning for present day students. With the spread of COVID-19, technology has completely changed the way teachers deliver their lessons to their students. In response to the rapid use of computers, video lectures, and the internet in the field of education, the prompt claims that these technologies too often distract students from real learning. However, I mostly disagree with the prompt for the following two reasons, although I do concede that in some cases the use of technology might not be the best way to instruct students.
Firstly, for certain subjects such as Computer Science the use of technology is non-negotiable. For instance, writing code can be taught without a computer. But doing so often leads to syntax errors and bugs which go unnoticed. If the same coding were to be done on a computer, the editor would automatically highlight errors, thus allowing students to correct their mistakes. The same is true in fields such as Architecture and Mechanical Engineering, where traditional drawing is being supplanted by Computer Aided Design (CAD). If institutions continue instructing students with paper drawing, the students are likely to have difficulties finding jobs, as most of companies have shifted to using Computer Aided Design software. Therefore, in fields such as these institutions must recognize the changing trends and incorporate the use of technology.
The use of technology also allows students to study remotely, at times they find convenient. For example, if a student was sick and missed school, previously the only way to learn what was missed was asking peers for help. Now, however, many schools have started recording lectures for students to go through later, in case they miss classes or have doubts. Also, often times teaching on computer makes things easier for the teachers. For example, instead of having to draw out a complex diagram of the anatomy of the human digestive system, a biology teacher can save time by simply show an image on screen and use it to explain different organs. In this way, the use of technology has made life easier for students, as well as teachers.
Although there are many benefits to technology, it must be acknowledged that forcing teachers, who prefer to use traditional methods of teaching, to use technology can lower the quality of teaching. For example, an old teacher who was born in the 1960s might not be sufficiently adept at using computers, and he would waste precious lecture time in figuring out how to do so. Even if he were to learn how to use computers, the quality of education could be worse than before. Hence in such a case, the use of technology would end up taking away from real learning.
In conclusion, the debate about the use of technology in the field of education is a complex one, with arguments for both sides. There are certain cases, as stated above, where using technology is possibly not the best option. However, it is clear that the benefits of technology such as online video lectures and the need for technology in certain fields, make a strong case for the incorporation of technology into the existing methods of teaching.
Grammar and spelling errors:
Line 3, column 658, Rule ID: MOST_SOME_OF_NNS[1]
Message: After 'most of', you should use 'the' ('most of the companies') or simply say ''most companies''.
Suggestion: most of the companies; most companies
...y to have difficulties finding jobs, as most of companies have shifted to using Computer Aided De...
^^^^^^^^^^^^^^^^^
Line 7, column 477, Rule ID: SENT_START_CONJUNCTIVE_LINKING_ADVERB_COMMA[1]
Message: Did you forget a comma after a conjunctive/linking adverb?
Suggestion: Hence,
...f education could be worse than before. Hence in such a case, the use of technology w...
^^^^^
Transition Words or Phrases used:
also, but, first, firstly, hence, however, if, so, therefore, thus, well, for example, for instance, in conclusion, such as, as well as, in some cases
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 22.0 19.5258426966 113% => OK
Auxiliary verbs: 12.0 12.4196629213 97% => OK
Conjunction : 10.0 14.8657303371 67% => OK
Relative clauses : 9.0 11.3162921348 80% => More relative clauses wanted.
Pronoun: 19.0 33.0505617978 57% => OK
Preposition: 77.0 58.6224719101 131% => 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: 2682.0 2235.4752809 120% => OK
No of words: 532.0 442.535393258 120% => OK
Chars per words: 5.04135338346 5.05705443957 100% => OK
Fourth root words length: 4.80261649409 4.55969084622 105% => OK
Word Length SD: 2.78622158075 2.79657885939 100% => OK
Unique words: 272.0 215.323595506 126% => OK
Unique words percentage: 0.511278195489 0.4932671777 104% => OK
syllable_count: 836.1 704.065955056 119% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 6.24550561798 48% => OK
Article: 12.0 4.99550561798 240% => Less articles wanted as sentence beginning.
Subordination: 9.0 3.10617977528 290% => Less adverbial clause wanted.
Conjunction: 3.0 1.77640449438 169% => OK
Preposition: 10.0 4.38483146067 228% => Less preposition wanted as sentence beginnings.
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 22.0 23.0359550562 96% => OK
Sentence length SD: 48.0548731487 60.3974514979 80% => OK
Chars per sentence: 111.75 118.986275619 94% => OK
Words per sentence: 22.1666666667 23.4991977007 94% => OK
Discourse Markers: 6.25 5.21951772744 120% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 2.0 7.80617977528 26% => OK
Sentences with positive sentiment : 8.0 10.2758426966 78% => OK
Sentences with negative sentiment : 10.0 5.13820224719 195% => OK
Sentences with neutral sentiment: 6.0 4.83258426966 124% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.227532118618 0.243740707755 93% => OK
Sentence topic coherence: 0.0698663582779 0.0831039109588 84% => OK
Sentence topic coherence SD: 0.0520097633985 0.0758088955206 69% => OK
Paragraph topic coherence: 0.133480057598 0.150359130593 89% => OK
Paragraph topic coherence SD: 0.0413078154502 0.0667264976115 62% => OK
Essay readability:
automated_readability_index: 13.4 14.1392134831 95% => Automated_readability_index is low.
flesch_reading_ease: 49.15 48.8420337079 101% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.9 12.1743820225 98% => OK
coleman_liau_index: 11.95 12.1639044944 98% => OK
dale_chall_readability_score: 8.68 8.38706741573 103% => OK
difficult_words: 133.0 100.480337079 132% => OK
linsear_write_formula: 11.5 11.8971910112 97% => OK
gunning_fog: 10.8 11.2143820225 96% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 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.