"High school students using their computers to code" ISB Annual report, 2021
You’re taking notes on your laptop in class, ensuring each word your teacher says is copied. Suddenly, a notification appears in the corner of your screen. Without thinking, you click on the notification bringing you to a video your friend sent you on Instagram. You watch it, then another, and another.
As technology continues to advance at a rapid pace, it has become increasingly prevalent in classrooms around the world. The laptops, tablets, and smartphones at our fingertips have transformed the classroom experience in countless ways. Some argue that technology is a double-edged sword; others see technology as a magnifying glass, bringing clarity and detail to the learning experience. This begs the question: is technology in classes helping or hindering our learning?
Senior Gabriel Winkles and Meredith Delashmutt only use their laptop in class for research and note-taking. Junior Jiei Nomiya uses his computer for research and an iPad for note-taking. “I don’t think I touched a textbook in my junior or senior year,” Gabe says. He says technology allows for more creativity and freedom from traditional textbooks that do not have room for new information.
However, students understand that technology can distract many students from working. Gabriel and Meredith admit that the most significant drawback of implementing technology in classrooms is the possibility of students getting distracted. Jiei Nomiya says technology will not be a distraction if an individual is determined to learn. According to Meredith, “Teachers should use media that students are familiar with, such as Instagram and TikTok, to engage students in learning.” Should ISB teachers implement more technological methods in classrooms when students admit they already get distracted by their technology?
April Soo, a high school Math teacher, advocates using technological software in her classroom. She cites its benefits in providing students with a visual representation of abstract concepts and formulas. She says, “A student I had struggled with mathematical notation, abstract formulas, and rules. With specialized software like Desmos (graphing calculator), he could input the expression into the calculator and learn the steps to solve the algebraic equations.” However, she acknowledges that student distraction is the biggest challenge in implementing technology in classes. To address this issue, she utilizes software to monitor students' engagement during activities and determine who is focused and who is lost. After using the software, she switches to traditional teaching methods, and the students “discuss in person to evaluate the work.” Despite recognizing the potential of technology in classrooms, Ms. Soo expresses her concern that it may hinder students from thinking for themselves.
High school Science teacher Sarah Steward says we should ask ourselves, “How are we using technology effectively to learn?” Students can have greater access to websites, videos, and software. “I love how social media engages students in class.” Mrs. Steward says. Through media, she says students can increase their scientific literacy and interpret the availability of more information. Yet she notices students in her class struggle when taking handwritten tests because they are not used to writing with pen and paper as opposed to typing on a computer.
On the one hand, technology can engage students in new and exciting ways, providing access to a wealth of information and resources previously unavailable. On the other hand, technology can also hinder learning, causing distractions and limiting our ability to think for ourselves. Ultimately, the effectiveness of technology in classrooms depends on how teachers and students use their technology effectively to learn.
Citations
“Welcome to ISB: Head of School's Welcome.” International School Bangkok, www.isb.ac.th/about/head-schools-welcome/.