Will Computer Replaces Teacher?

The development of computer technology produced numerous e-learning programs as the tool to help teaching and learning process. People have figured out how many of the routine lecturing activities can be done more efficiently using computers. For example, lecture by teacher recorded once can be made available to students all over the world on their computer through the Internet. Moreover, there are many ways to deliver the lecture in interactive ways also. Therefore, some people think that computers will replace teachers in classrooms. Personally, I completely disagree with this opinion because of the following reasons.

            First, as it is well known, the e-learning programs are fixed and limited since it were software designed by programmers. Therefore, they do not provide sufficient knowledge that cover students’ need. The teaching software can only provide students with the same basic knowledge at the same time. However, there are various levels of students. Different students have different intelligence, and their understanding abilities vary from person to person. Computer only provides a single way explanation while there are some students who need a further explanation and various ways of explanation. Therefore, teacher can’t be replaced by computers since it obviously failed in covering the students’ ability variation.

            Second, active knowledge is paramount for the students. Teachers who had many years’ education and have rich teaching experience can provide students with flexible teaching methods. While computers programs can’t since it was fixed program. The various kinds of subject knowledge that reflect active research fields should be engaged in teaching. It needs teachers to disseminate their recent research results into their teaching. Even the reality is that a computer program may also been updated by the recent research of teachers. However, how many teachers that may do this kind of project? That’s why recent researches that disseminated into teaching and learning by a teacher are more efficient and recommended.

            Last but not the least, the duty of teacher is not only to teach the students the portions in the syllabus. Teacher plays the role of a parent, a guide & even a good friend. Teachers can play a good role in overall development of a child which a mindless computer can't. Moreover, if students always face computers, it will be very tiring. They may feel bored and lose interests. The gestures, facial expressions and tones of teachers will help students to understand knowledge easily.      

            The conclusion is computers are helpful in teaching and learning process, but it is impossible for computers to replace teachers.

ICT for Child, Is It Always Effective?

“Provide children with ICT device in their home will support their academic performance. Is it, an absolute statement? ”

Results circulation of what is being termed the largest study yet of what happens to academic performance when you give a kid a computer began recently by The National Bureau of Economic Research. The news is not good. The study, conducted by Jacob Vigdor and Helen Ladd at Duke University’s Sanford School of Public Policy, examined extensive data on all middle school students in North Carolina public schools between 2000 and 2005. Those years, as the researchers point out, were a time when home computer use and broadband access were both expanding rapidly.

The study found that giving students home PCs led to small but significant declines in academic performance as measured by math and reading test scores. In addition, the researchers reported, the “introduction of high-speed internet service is similarly associated with significantly lower math and reading test scores in the middle grades.” Worse yet, “the introduction of broadband internet is associated with widening racial and socioeconomic achievement gaps.” Vigdor and Ladd’s sobering conclusion: “For school administrators interested in maximizing achievement test scores, or reducing racial and socioeconomic disparities in test scores, all evidence suggests that a program of broadening home computer access would be counter-productive.”

Given the excitement that surrounds efforts to close the “digital divide” by subsidizing computer purchases for disadvantaged students and schools, these findings may seem surprising. But they shouldn’t be. An earlier study that examined the effects of giving Romanian students access to computers resulted in similar findings. It discovered that while home computers may improve students’ computer skills, the devices appear to result in an erosion of math and reading skills.

Educators often take an idealized view of new information technologies. They focus on the potential of the technologies to improve academic performance, weaving enticingly optimistic scenarios of how the tools will be used. But the reality of the way the technologies come to be used rarely matches the idealized view. Kids do not, for example, see computers, mobile phones, and the Internet as essentially educational tools. They see them as tools for entertainment and communication. As Vigdor and Ladd suggest, the computer becomes an instrument of distraction, interrupting study rather than deepening it.

Earlier research into the educational consequences of hypertext and multimedia pointed to similar conclusions. Thirty years ago, when personal computers were first coming into schools, it was often assumed that taking in information on screens, with lots of textual links between documents and supporting audio and video presentations, would lead to deeper comprehension and stronger learning than was provided by traditional textbooks. In reality, hyperlinks and multimedia were found to divide students’ attention, leading to reduced comprehension and learning. To put it into psychological terms, computer use often leads to “cognitive overload,” impeding the transfer of information from short-term to long-term memory and hence short-circuiting the development of rich conceptual knowledge and critical thinking skills.

It is interesting and revealing to compare the impact of giving students access to computers and the Internet with the impact of giving them access to printed books. One recent study, published in the journal Research in Social Stratification and Mobility, revealed a strong connection between the number of books in a student’s home and the number of years of education the student completes. “What’s surprising,” wrote the Chronicle of Higher Education in reporting on the research, “is just how strong the correlation is between a child’s academic achievement and the number of books his or her parents own. It’s even more important than whether the parents went to college or hold white-collar jobs. Books matter. A lot.”

Of course computers and the Internet have an important role to play in education, not least because computer skills are increasingly important to economic opportunity and achievement. But it is a mistake to assume that modern technology is an educational panacea, particularly when it comes to helping poor kids close gaps in learning and achievement. Investing precious dollars in teachers, books, and classrooms—in the traditional foundations of education—may well produce greater returns than investing them in computer hardware and software.

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Social Relations: Online vs Offline

Have you ever heard that someone who is “hyperactive” (read: exist) in social networking often revealed as a “standard” (read: normal) or even ignorant person in the real life?

Some people worry about losing touch with friends and family if they too focus on social networking. Then, I personally don’t worry about that problem. I think we'll continue to honor the human needs that have been hard-wired into us over the millions of years of evolution. I do think technologies ranging from email to social networks can help us make new friends and collaborate over long distances.

However, I do worry that social norms aren't keeping up with technology. For instance, it's hard to turn down a "friend" request on a social network, particularly from someone you know, and even harder to "unfriend" someone. We've got to learn that these things are OK to do. And we have to be able to partition our groups of contacts as we do in real life (College, Family, Best friends etc.). More sophisticated social networks will probably evolve to reflect our real relationships more closely, but people have to take the lead and refuse to let technical options determine how they conduct their relationships. Therefore, we are recommended to use social networking as long as we become the controller of our own relationship and not become controlled by the social networking.

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Wikis and Social Networking Sites in Educational World

In this digital era, technology is continually evolving. Years later in 2004, Web 2.0 tools such as wikis and social networking sites (Facebook, MySpace, Twitter etc) have skyrocketed in the number of users. Then, most of the users are dominated by the students from all over the world. Therefore, nowadays it becomes an issue in the educational world.

A wiki is a communal, subject-specific Web site where users are free to add and/or edit content. When it comes to Internet-based collaboration, there’s nothing easier to use. In schools, wikis enable groups of students, parents, teachers, or all of them to gather content and share written work. While social networking site are often called “social content-sharing sites” where members create profiles, network, and share opinions, photos, and audio-visual content. 

When wikis and social networking sites are integrated into classroom, does not mean that it will automatically engage students in learning. Planning for integration requires rethinking teaching strategies and techniques to take advantage of their full potential. There are two major pointsthat highlighted in this essay. First are collaborative projects. This technology tool is ideal for project-based learning, cross curricular projects in middle school teams, and thematic units. For example, exhibition orfair projects which could be set up for middle or high school students to brainstorm ideas for and plan the projects. Initially it would mostly be brainstorming, posting ideas and information to back them up with text, images or video. Another example is collaborative textbooks and literature circles.Instead of sharing their thoughts on paper, they could post them to the wikis or social networking sites, respond to their peers’ thoughts or questions and best of all preserve this work for the next class to review at some time during their exploration of the same novel.

The second isonline resources for classroom use. A list of websites that provided appropriate information related to subject content is provided by the teacher for student use during the school year. It is possible to create and postclass notes, parental and student communication, handouts, course syllabus, course links and resource notes, school or class calendar, teacher information page, school newspaper, and platform for peer review of student work.

However, in 2006, Canole, de Laat, Dillon, and Darby reported student frustrations were attributed to the Web 2.0 applications being misused or to the instructor failing to provide appropriate support for the technology itself. There are some inconsistencies in positive feedback regarding the use of Web 2.0 technologies especially wikis and social networking sites. These inconsistencies were related to technical issues, instructors managing group work, and student expectations of how the instruction should be delivered. Therefore, these tools and practices should lead to pedagogical innovations in education. Then, ambiguity must be reduced so students are aware of what is expected in the use of these technologies and instructors know how to best utilize them.

These tools have changed the way we interact with each other both socially and educationally. Public schools and universities are exploring the use of these emerging tools to increase the effectiveness of instruction. The first step in this transition is encouraging teachers to try the new technology and providing support as they struggle to learn and understand how to use it. Once teachers are comfortable with the technology, they are free to integrate the use of social software into their classes creatively. Use of current software helps to prepare the next generation of students to be effective 21st century learners which will lead to a better educational world. 

Wikipedia: Reliability in Collaboration

“Remember, since you’re doing an academic writing especially on research, you are not allowed to use Wikipedia as one of your citation or references!” Have you ever heard those sentences? Yes! I guarantee that if you’re a scholars or learners that sentence is familiar. Then , what’s wrong with Wikipedia? Why it is restricted or discredited?

     Long time ago, BW (Before Wikipedia), most people either went to the library or collected expensive hardbound copies of the Encyclopedia Britannica. On January 15, 2001, Jimmy Walles and Larry Sanger launched Wikipedia officially. The two were working on an online encyclopedia using only expert-written articles called Nupedia, and found the process to be extremely slow. One of the employees on the encyclopedia suggested using the new wiki technology to create a “feeder” of information to the project. Soon the wiki articles overtook the Nupedia work. Then, Wales and Sanger decided to create Wikipedia to distinguish between the expert-written Nupedia and the open sourced, public driven, collaborative edited Wikipedia. Since its inception, the question of whether the site is a reliable resource or not has been debated. Therefore, since it is debatable, some of college and university choose to warn students not to use Wikipedia as a reference or citation.

     Moreover, as Wikipedia uses a collaborative editing process, questions of the sites reliability will be raised. Nonetheless, the site continues to grow. Again, according to their own website, Wikipedia has now more than “15 million freely useable articles in over two hundred languages worldwide, and content from a million registered user accounts and countless anonymous contributors.” As of the date of the publication of this article, Wikipedia has now more than 3.333 million English language articles. And as the site grows, attitudes toward the reliable and usefulness of the encyclopedia has changed. In 2007, the Chronicle of Higher Education published an article written by Cathy Davidson, Professor of Interdisciplinary Studies and English at Duke University, in which she asserts that Wikipedia should be used to teach students about the concepts of reliability and credibility.

     It could be argued that by Wikipedia highlighting the above articles they are guilty of self-referencing. Nonetheless, there is a general consensus forming on to how one should use Wikipedia as a resource. Most educators agree, Wikipedia can be an extremely useful tool. However, when reading Wikipedia, one should always check the sources cited in the article. Wikipedia articles are useful in providing general background on the subject you are studying. Moreover, as you can see when you’re looking for some information in the search engine like Google, Yahoo or Bing, you’ll find that Wikipedia is positioned in the first line, on the top of the search result, for almost every kind of information! Wikipedia is affordable resources.

     And so, in regards to Wikipedia’s reliability, it can be argued that the site is reliable in providing researchers and students a guiding light, or a “starting point,” into the subject. But, because of its collaborative editing process, Wikipedia should not be considered a carefully vetted source, unless you are writing about the Wikipedia (organization) itself. Then, directly quoting the site and its founders just might be appropriate. After all, who would know the history of Wikipedia better than Wikipedia? :D

Girls’ Phobia on ICT: Reality or Perception?

“Have you ever been taught by an ICT teacher which is women? The result is 1:4 for the respondents who say yes oppose to say no.”

     In the early years of the Internet, the typical user was young, male and most likely to be American. In the last ten years, the picture has changed significantly, with women representing a larger proportion of internet users, at a range of different ages. However there is still concern among both governments and the ICT industry that most of girls are ICT Phobia – is this reality, or just perception?

ICT activities: boys vs girls

Research reveals that girls and women use computer technology widely but in different ways to boys and men. DiDio (1996) and Brimmer (1997) found that girls use ICT for social reasons such as chatting and meeting people whereas boys tend to be more interested in playing games, hacking and learning about technology.  Girls are keener on creative technologies for artistic expression.

Educational achievement in ICT between girls and boys

There is very little difference between boys and girls in terms of achievement in ICT studies, although their self-perception is different. Girls tend to understate their skills whereas boys usually overestimate their competence. It is according to a research conducted by Infodev on “Women and ICT: Why are girls still not attracted to ICT studies and careers?” at secondary school level.

Girls often report that they enjoy studying ICT. In countries where girl is not enjoy studying ICT, it is typically due to an over-emphasis on pure programming skills in the curriculum which is kind of programming which is typically less attractive to girls compared to e.g. multimedia skills.

The causes of the problem

Girls, compared to boys, are more influenced by role models in their environment whether ‘close’ role models such as parents, teachers and family or ‘distant’ role models such as famous actresses and musicians. It is clear that the lack of ICT oriented role models is a discouraging factor for girls.

Another key issue is that parents, school guidance counselors and teachers lack knowledge of ICT studies and careers: they thus do not encourage students who express interest in such areas, as they perceive ICT as a field where there are good career opportunities for girls.

How ICT subjects are taught in schools also has a major impact on girls’ attitudes towards these subjects, according to Newmarch, Taylor-Steele and Cumpston (2000) who found that girls considered ICT subjects to be too theoretical, rigidly structured and boring. Girls in the study commented that they found working on individual projects to be less rewarding and satisfying than working on group projects.

The interesting point is that some popular movie show women actively engaged with computer technology depict them as encountering danger or harassment as a result of their technology use. For example, Sandra Bullock in The Net and Sigourney Weaver in Copycat are both victimized on account of their use of computers (Rowan, Knobel, Bigum and Lankshear, 2002).

What can teachers do?

·        Introduce students to a wide variety of computing applications in order to develop an appreciation of the possible uses of computers (e.g. using ICT tools as part of language lessons).

·        Dispel inaccurate images of computers and IT careers through direct experience with positive role models. schools (e.g. through inviting guest speakers in schools, or visiting local IT company facilities/university departments).

·         Explain explicitly to students the connections between ICT subject content and the world of work.

·         Integrate computer use across the curriculum to invite more girls into technology through a broad range of subjects.

·        Communicate to students the information that all jobs in the future will involve the use of more and more ICT.

·         Challenge and critique stereotypes about gender and ICT, involve more female IT professionals and female IT students in careers activities

·        Build informal ICT activities, such as computer clubs, alongside the school curriculum that give young people the space to ‘play’ with ICT.

Is There Any Power in The Powerpoint?

"Please make a group of three and pick one of the topic in the module. Tomorrow, we'll have a group presentation..." 

    Have you ever heard those sentences? Of course, that are a saying that we often heard in our classroom in every subject. Even it become a 'favourite proverb' of all lecturer nowadays, don't you agree? Then, when we heard the word presentation, we always assume that it is a 'powerpoint' presentation. While in fact, presentation could be in a poster or even a piece of a4 paper. The issue of technology integration create a presentation stereotyping as a powerpoint presentation.

    We cannot said that powerpoint is useless or ineffective since there are a lot of evidences that support powerpoint as an effective and interactive teaching aid. It makes the teaching learning easier, because the teacher just only click the mouse or remote in their hand and the students who is 'anti-writing' could easily copy the slide after the session. Powerpoint also help the learning process since the powerpoint may provide animation and music.

    All of those things above are something that we already know even well-known in the some of our subject such as Multimedia Production, Technology Language Learning etc. Now, let's put off that usual 'hat' and now let's put a new hat which is a 'critical hat'. Have you ever yawned while your lecturer give their material in powerpoint presentation? Or have you think that it's better to have an activity in spite of sit and look at the powerpoint slide? I think almost all of us feel that both of those question are facts. A study published in the April issue of British Educational Research Journal found that 59 percent of students in a new survey reported that at least half of their lectures were boring, and that PowerPoint was one of the dullest methods they saw. Moreover, based on my 'mini oral research' that i conducted about the most boring event in their university is seminar which is presented by powerpoint presentation by someone that known as a great people called 'professors'.

    Dean of the Meadows School of the Arts, José A. Bowen, challenge his teacher to 'teach naked' which means teaching without computer. He said that he wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather using it as a creative tool. He also contends that class time should be reserved for discussion. "Now the students can download lectures online and find libraries of information on the Web." 

    It doesn't mean that we have to be anti-technology! As a intellectual students, we've to think of the solution isn't it? Ok, now we have find out the weaknesses of powerpoint. Then, when we are think it deeply, we'll find out that the matter in here is not the powerpoint but the presenter/teacher/lecturer itself! The students are bored because of the presenter only read the slide without give any creative activity to encourage the learner motivation. Therefore the most important things are the presenter itself. Too much relying on the powerpoint is not recommended. Thus, Iam personally as prospective english teacher would like to say that instead of become the old-fashioned powerpoint user, let's become the advanced powerpointer to enhance the teaching learning process!

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