The advent of the computer is nothing short of a technological miracle. In terms of convenience and efficiency, the impact of the computer is almost immeasurable. This is true in our personal and professional lives. However, the technology is not without its drawbacks. As a teacher, I’ve observed these advantages and disadvantages firsthand. I’ve cheered, I’ve facepalmed, and I’ve even questioned my own sanity (sometimes in the same day; hell, sometimes in the same class period). Without further ado, I present to you the good, the bad, and the ugly of computers in classrooms.
The Good
Computers are staples in all our lives, but children use them a lot as well, whether for games or classwork. This means computers are potentially more engaging for them because there’s an air of familiarity. Games are easier to implement with computers, and students seem to feel like they have more ability or power when using them in lessons. Apps like Kahoot, GimKit, and Quizzizz combine interactivity with competition, which can motivate students to learn the content. Additionally, with Google, students can access things like dictionaries and calculators to quickly answer on-topic questions that pop into their heads. I’ve personally seen students use technology in this way, and I always encourage it, as it promotes critical thinking and problem-solving.
Next, there’s a lot of convenience to be had with using computers in the classroom. Assignments done on computers are much easier to grade. There exists software for transferring grades from an application like Canvas to your school district’s gradebook, and doing markups for things like essays and quizzes is less of a hassle. Some quizzes, when implemented via computer, are graded when the student submits them, so all that is needed is for you to do some dual monitor display trickery and you have yourself some grades in the gradebook in only a few minutes. Additionally, as a teacher, it’s easier to model how to complete an assignment using your own computer projected to the front of the class, and it’s easier for students to follow along since it’s more likely that there’s less variability in typing speed compared to handwriting speed. You also don’t need to worry about deciphering awful handwriting, a grade school staple and bane to all English teachers. On the student end, their ability to hop between their content classes now takes seconds as opposed to sifting through a bunch of color-coded folders. I know this section is supposed to talk about the good, but I kinda miss folders… I digress.
Finally, what I think is the most important positive aspect of computers is in how they prepare students for their lives after they graduate. Being able to write cogent emails will help them communicate with their future colleagues and employers. Typing essays on a computer will be invaluable to the college application process, and if a student does get accepted, they’re going in with enough momentum to keep their course papers cogent and pristine. Computers are necessary for crafting resumes and cover letters with which they’ll apply to jobs. Students will no doubt have to use computers to access and manage their finances, healthcare, social media, and many other pertinent life endeavors.
The Bad
Computers are not without their flaws, however. If you’ve taught in any school in the modern era, you might be familiar with how easy it is for students to get distracted with off-topic games. Tech specialists in school districts seem to work around the clock to ban all sorts of games, just for there to be an unblocked version that pops up later on. Even with close monitoring, students can easily open another tab and search for random things on Google the moment you move to another desk or table. Additionally, when it comes to reading, the bright screens and colors can be overwhelming, leading to what appears to be ample attention paid to an assignment with no correspondent retention of its content. The fix? Strategic use of paper. Personally, I like to have things like graphic organizers and passages printed out, and the quizzes done online.
Computers may provide an easier way to model and grade, but as electronic devices, they’re prone to causing several kinds of headache-inducing setbacks, some of which are out of the control of you and your students. One such example is when the Wi-Fi network or website server goes down. If you don’t have any work printed or assignments prepared, you now have to deal with a classroom full of students who now realize they have more downtime than they could ask for. Another example is actually within the control of students: forgetting to bring the computer or the computer charger. This issue can seem strategic on the part of the students; if they forget their charger, they can ask to sit in a different spot to be closer to an outlet, perhaps next to a friend with whom they’ll no doubt galvanize raucous behavior. The fix? Extension cords and power strips. When I implemented these, barely any of my students forgot their chargers.
Lastly, computers can potentially desensitize students from the learning process because it removes a lot of the kinesthetics. This inurement won’t apply to all students, but to use writing as an example, there’s something about the stroke of a pencil that sets content in memory. The reality is that students learn when something is meaningful to them, and this can be achieved with a computer. However, writing with a pencil is more personal. I mentioned that handwriting can be painful to look at, but unlike characters that appear when one presses buttons on a keyboard, the handwritten words are unique, and it seems like students are more likely to attach their learning to that process, even if it’s only a little. While apps like Kami are amazing for annotating and highlighting passages, doing so with an actual pencil and highlighter on an actual paper could be a lot more engaging. Anecdotally speaking, my students get excited when I pass out highlighters to them. It’s like they’re candy.
The Ugly
I’m impelled to point out that computer use in the classroom has an uglier side. Curious students can use computers to search and access very inappropriate things, such as violent or sexually explicit content. This can be alleviated with assiduous filtering on the part of network administrators, but some things are bound to make it through the cracks every now and then. Students who aren’t careful can end up facing consequences that, depending on the extremity, might entrench them in problems that follow them into adulthood. Students can also use computers to harass others via email or other kinds of messaging or chatting, which could contribute to a hostile environment that inhibits the relationship-building and learning most schools try to foster within their walls. The fix? Repeated lessons and activities on social and emotional learning, which stress the importance of ethical technology use. If students know how to properly use their computers to effectuate positive changes, they’re probably less likely to make the grave mistakes I’ve mentioned here.
Conclusion
Computers are a positive in classrooms because of their convenience and potential for differentiation, which engages students in multiple ways. They aren’t without their faults, however, due to their propensity for causing distractions and setbacks. They can also be used unethically, which can serve to defeat their purpose. With balanced implementation, preparedness, and consistent, structured lessons on ethical usage, computers can magnify any classroom’s content by making teaching and learning more productive and exciting.
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