Are Children Smarter Because of the Internet? Research Paper Example

Abstract

Many people believe that the Internet poses many detriments to the education of young children. However research has shown that technology is beneficial because it allows students to be engaged in addition to making the education process more accessible. Overall, device use could be beneficial provided that its users are able to remain focused, using the technology for learning rather than recreation. Furthermore, the use of these devices are able to make learning into a game, which promotes the desire for many children to learn. Ultimately, more schools should begin to incorporate this type of technology in the classroom and to promote their use at home in order to help their students’ master academic subjects. Because modern students are familiar with new technology, it is valuable to incorporate them as a part of the learning process.

Introduction

Education professionals regularly discuss the need for the development of new techniques and programs to help children learn and become engaged in academic material (Noddings, 1992). However, this has proven to be a challenging quest. While studies have shown that children benefit from lessons that are applicable to the real world and have elements of fun, educators have been unsure about how this can be done (Parker et al., 1992). Many individuals believe that the use of technology is a reasonable solution to this problem, while others think that new strategies must be sought because the use of technology in the classroom could prove distracting.

Despite the commonly held belief that the use of technology in schools will cause children to lose their focus, studies have shown that technology can actually engage students in their studies when used properly (Gold, 2015). Furthermore, these applications can be used to individualize learning for each student. Many online programs are designed to adapt to the performance level of the student, providing him or her with questions that will be challenging at this particular skill level.

Therefore, it is reasonable to propose that the implementation of technology in schools across the country is feasible, as these devices enhance the ability of students’ to learn. As a consequence, one could expect that children will become smarter from using these devices, and that the success of such a program will result in technology becoming the status quo.

Section I: The Literature Review

Positive Use of Technology in the Classroom

Educators have been attempting to incorporate effective use of technology in the classroom since the late 1990s. These efforts primarily consisted of the implementation of computer centers and projector screens to enhance learning (Lance, 1992). While this was considered pioneering technology for the time, modern classrooms are often equipped with similar equipment. Studies have shown that it is necessary to upgrade the technology used in the classroom in order to ensure that it is able to achieve a maximally positive effect. A modern approach that is used to solve this problem is by having a SMART board available for the teacher’s use, in addition to tablets or laptops that could be used by the class to follow along with the lesson or to complete independent or group activities (Mechling et al., 2007).

The particular software programs that teacher select to use can also impact the technological learning process. There are many internet based and downloadable programs that schools across the country use to issue homework and provide extra math, reading, and science practice (Dreambox Learning, n.d.). Schools that use these software programs have detected a peak in student interest with regards to learning. Many children treat these programs as if they are a game, as much of this software is equipped with learning incentives in the form of a point system that allows students to compete against each other or to track their learning progress (Bitter & Pierson, 2001). Therefore, this software is able to motivate children to learn in an engaging manner that is effective both in the classroom and at home.

Criticisms of Technology Use

Unfortunately, many individuals believe that the use of technology in the classroom will be detrimental because it will distract students from doing their work. While this is true in some cases, technology systems should be implemented in a careful manner (Dickson & Segars, 1999). One step that educators could take to prevent this from occurring is by ensuring that there are appropriate web browser blocks in place to ensure that students are only able to retrieve educational material (Petrina, 2006). Other educators are worried that the use of technology in the classroom will detract from traditional learning (Loyola, 2014). However, it is important to consider that these devices are used primarily as supplementary materials to be done at home or in school, and allow children who are behind on their work to catch up more quickly.

Section II: The Research Project

In order to determine whether technology is able to make children smarter, it is necessary to compare test and grade data that was collected prior to the use of technology in the classroom to test and grade data that was collected following the regular use of technology in lessons. To do so, a class will be taught using traditional education methods without the use of online software, SMART boards, and other technological products to determine the spread of grades. In the second half of the year, the students will be taught using many technological interventions, including personalized learning software programs, and the use of computers and iPads in the classroom. The focus of this study will be exclusively the relationship between technology and the improvement in math scores, as this is a challenging topic for many children and it is necessary to refine a focus for this intervention. In the classroom, the amount of time spent on math classwork will be the same despite the type of learning methods that are used.

After the year is over, the math scores of all students will be collected to determine whether there was a significant score increase. Report cards scores for math will be averaged together from the first half of the year to represent the part of the year that did not use technology and report card scores will be averaged together for the second half of the year to represent the part that did use technology. A student’s t-test will be used to compare the scores in these two groups for all children in a class. The results will be considered statistically significant if the p-value is less than 0.05. Descriptive statistics that describe the students in addition to their scores will also be calculated.

References

Bitter GG, Pierson ME. (2001). Using Technology in the Classroom. Needham Heights, MA: Allyn & Bacon, Inc.

Dicksona GW, Segarsb A. (1999). Redefining the High-Technology Classroom. Journal of Education for Business, 74(3): 152-156.

Dreambox Learning. (n.d.). Retrieved from http://www.dreambox.com/

Gold J. (2015). Yes, the internet can make your kids smarter, happier and kinder. The Washington Post. Retrieved from http://www.washingtonpost.com/news/parenting/wp/2015/02/27/yes-the-internet-can-make-your-kids-smarter-happier-and-kinder/

Lance KC. (1992). The Impact of School Library Media Centers on Academic Achievement. ERIC. Retrieved from http://eric.ed.gov/?id=ED353989

Loyola SW. (2014). The Most Powerful Tool in the Classroom. Huffington Post. Retrieved from http://www.huffingtonpost.com/sarah-wike-loyola/the-most-powerful-tool-in_b_6012136.html

Mechling LC, Gast DL, Krupa K. (2007). Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning. Journal of Autism and Developmental Disorders, 37(10): 1869-1882.

Noddings N. (1992). The Challenge to Care in Schools: An Alternative Approach to Education. Advances in Contemporary Educational Thought, Volume 8. ERIC. Retrieved from http://eric.ed.gov/?id=ED377590

Parker LE, Lepper MR. (1992). Effects of fantasy contexts on children’s learning and motivation: Making learning more fun. Journal of Personality and Social Psychology, Vol 62(4): 625-633.

Petrina S. (2007). Advanced Teaching Methods for the Technology. Idea Group Inc.