It student’s ability to process information for

It is 2018, and we live in a world that is dependent on
technology.  The start of new technology
has changed the way children learn and develop, in a negative way.  Several important factors that schools should
consider before using particular technologies in curriculum and instruction
include the impact on: short attention spans, lack of imagination, and the
effect on a student’s ability to process information for themselves.

            The
introduction to the Internet presented children with a lack of attention.  Obviously you must be attentive to complete a
task.  However, this can’t be possible if
students are constantly using digital technology in class for non-educational
purposes. This can be corrected if teachers work harder to grab their students’
attention.  Students are easily
manipulated by technology and their minds tend to wander to something more
important to them; that does not relate to the learning environment.  For example, when one tries to have a
conversation with someone while they’re most likely on social media or watching
Netflix shows, they probably won’t be paying attention to what you’re saying
because they’re so absorbed in their technology.  With attention disorders such as ADHD, schools
should consider the effects technology has on this problem.  Using the Internet is similar to jet skiing,
in that the jet skier is able to see many things, and is surrounded by numerous
distractions, which does not allow him/her to focus.  As stated in, Source E, “Our children’s
attention spans are too short already, but the Web is a propaganda machine for
short attention spans.”  However, a great
solution is to have a school with computers in the library for students under
supervision.

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            Lack of imagination
is another concern.  What would happen if
you woke up one morning, and technology was all gone?  Every day you would be faced with having to
think and use your imagination just like students many years ago, who grew up
reading books instead of utilizing applications like iBooks.  In Source C, it is stated that the rise of technology in
school curriculums isn’t a good thing, “today’s children are living in an
information-rich, time-compressed environment that often seems to stifle a
child’s imagination rather than stimulate it.” 
This can be stopped if the school maintains this information-overload to
a minimum, as well as the technology in the school.  In Source F, the illustration presents a
perfect example of how the use of technology can keep students away from
noticing things around them as well as experiencing the world around them.  For instance, when parents tell children to
put away their devices, their immediate reply is usually, “But there’s nothing
else to do besides use our phones and computers!”  This kind of response indicates a child that
lacks creativity or imagination due to the dependence on these tools.

            Technology
will also mess up a student’s ability to process information for himself or
herself.  As stated in Source C, “Being
fed so much processed information… is like being fed too much processed,
sugar-rich food.  It may seriously mess
up children’s informational metabolism- their ability to process information
for themselves,” meaning that with technology giving out a straight answer,
students no longer have to think and therefore are missing skills and losing
their ability to process their own information.

            In
conclusion, technology has changed the way children learn and develop, in a negative way by
causing students to have short attention spans, a lack of imagination, and the ability
to process information for themselves.

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