argumentative essay on technology in the classroom

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Technology in Education: An Argumentative Perspective

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Using Technology in Classrooms Argumentative Essay

Introduction, the evidence, counterevidence, works cited.

Numerous schools across the country are investing massive sums of money in technology in order to improve learning. While a few institutions have benefited from these programs, research shows that several have not. Technology use in classes also impedes other programs and reduces learning outcomes.

In certain scenarios, technology use in the classroom is counterproductive. The National Assessment of Educational Progress found that students who spent too much of their time on technological tools, such as computers, performed worse than those who did not. Although school administrators mean well by introducing technologies in their institutions, these tools can cause adverse distractions in the student body.

In fact, such distractions should provide enough evidence for school administrators to remove them from their institution. When computers are present in a classroom, it causes teachers to compete with them. Unlike other learning tools (textbooks, whiteboards etc) that are exclusively used for learning purposes, computers have so many non-academic uses. Children are bound to abuse these advantages and thus perform poorly.

Some schools provide their students with computer games, tutorials and simulations in order to boost their writing skills. Kulik (34) found that their writing skills got worse after participating in computer enrichment program; their performance decreased by -0.14.

Richtel (A1) explains that technology can be detrimental to student’s learning owing to its effect on the financial costs of a school. He explains that many schools are blindly investing in technology without asking for proof that it works. Since technology requires a lot of revenues, these schools have had to cut back on their expenditures in other traditional classes such as physical education, music or art.

As much as technological skills are important in children’s adult lives, their need to develop skills in physical education or art is just as important too. It is especially relevant to those children with talents in such areas. Technology use in classrooms is placing unnecessary financial pressure on schools with smaller budgets thus eating up on other vital knowledge areas.

Sometimes technology use in classrooms does not affect children’s performance either negatively or positively. One should note that neutral effects on learning are just as bad as negative effects because schools are not realizing their returns on investment. It is pointless to spend massive amounts of revenue on a tool that causes no improvement.

Kulik (13) investigated the effect on instructional technology in secondary and elementary schools and found no significant changes. His analysis was based on secondary literature from over 15 national studies.

The author found that reading scores among children who received their instructions through technology improved by very small quantities. Furthermore, because the results were divergent among various researches, then it is not possible to make a firm conclusion on the subject.

The results of technology enhanced learning among special groups are not that promising, as well. Muir Herzig (120) did a study of the effect of technology on children who are at risk. She defined at-risk children as those whose education might be endangered owing to their health, social, family or economic environments.

Usually, such children will report high rates of absenteeism and low grades. Some schools with high proportions of at-risk students have introduced technology as a method of coping with these challenges, but have found minimal results. The researcher cited teacher-related deficiencies and administrational inadequacies as some of the reasons behind the poor results.

All these findings indicate that no conclusive proof exists to support the use of technology. The earliest proponents of technology use in the classroom came from the Clinton administration in 1995. They believed that technology would increase the US’s competiveness in the global arena.

However, the group stressed that massive adoption should only commence when the education system has tangible proof that the technologies work. This proof should come from nation-wide trials that have lasted for years on end.

However, because technology applications are so different and they keep changing rapidly, then it is difficult to carry out such a trial. In essence, users of technology may have to embrace the technology without certainty about the potential effects (Richtel A1). It is simply pointless to make such a large investment without having sufficient evidence that the approach works.

The inherent nature of technology has a large role to play in determining these negative outcomes. Technologies keep changing so quickly; therefore, training programs must become a routine activity in the school environment, yet this is not always tenable. Furthermore, these changes in technology also correspond to changes in the students’ learning styles.

Teachers must merge these new learning styles to their teaching approach, yet that is not always possible. Technology use requires coordinators that can facilitate these transitions and teachers who are willing to make changes constantly; this may be a difficult ask for most instructors.

Additionally, the costs of changing these pieces of technology may also impede some schools. It is always necessary to upgrade hardware and software in the school environment (Muir Herzig 122). However, funding issues may minimize these upgrades thus making it difficult for teachers to merge new software with the old computers that they have.

A number of proponents believe that schools should give technology a second thought because it prepares students for the outside world. They claim that it teaches them the necessary skills to compete in the corporate arena. However, these proponents are assuming that the goal of technology is only long term. If a teacher’s goal is to improve performance today, then he or she would not gain from the use of technology.

Furthermore, when teachers do not give students short term goals to aspire to, then their performance starts to dwindle. It is quite difficult to erasure higher order thinking or problem solving skills without the use of tests, yet this is what proponents of technology use are advocating for in their institutions.

Even if one assumes that technology leads to development of certain learning skills, one must realize that it also destroys others. Language skills and interpersonal skills are just as important as problem-solving skills, especially among young children.

However, the introduction of technology in classes reduces the amount of time that students have to interact with one another and thus develop the necessary team-working or language skills needed to survive in the workplace too.

Some proponents argue that research has shown some positive improvements; even though these findings are small, they still represent a positive correlation. However, analysts have realized that sometimes the positive results may come from external factors such as parental involvement. When schools decide to incorporate some of these technologies in teaching, they often expect parents to make contributions to the purchases.

As a result, most parents will become keen on their children’s performance, which will make their results improve. Additionally, one will find that schools with high levels of investment in technology often train their teachers very frequently. Increases in test scores may actually be brought on by the improved teaching training rather than the technologies.

Baylor and Ritchie (12) found that for technology to work well in the classroom, it must be complemented by a series of other activities. Teachers need to have a plan for the technology, which must consist of the vision and philosophy that will determine the use of that technology. One must also name all the stakeholders involved as well as the configuration, time plan and funding components of the technology.

Furthermore, teachers require technology role models from their administrations, such as school principles, in order to provide leadership. Curriculum alignment is also another vital contributor to the success of technology. Teachers need to be exposed to the technology for a long period of time before they can claim to have mastered it.

Educators also need to make decisions on how best to use the technologies once they have been introduced to that setting (Evans-Andris 27). All these prerequisites may present serious problems in realization of tangible results. First, educators may find it difficult to estimate aspects of the technology plan such as funding or configuration.

It is difficult to find technology models in schools, and curriculum alignment is always problematic; many teachers cannot maintain the same pace as the changes in technology. Lastly, differentials exist on the best way to utilize technology.

Research on the effect of technology in classrooms is inconclusive as some studies show only slight improvements while most reveal no change or reduced performance. It would not make sense to invest in a program that has not been validated. Furthermore, most positive results emanate from teacher training and parental support rather than the actual technological tool.

Baylor, Amy & Donn Ritchie. “What factors facilitate teacher skill, teacher morale, and perceived student leanring technology-using classrooms?” Computers and Education. 4(2002): 1-20. Web.

Evans-Andris, Micheal. “An examination of computing styles among teachers in elementary schools.” Educational Technology Research and Development , 4.2(1995): 15-30. Print.

Kulik, James. Effects of using instructional technology in elementary and secondary schools: What controlled evaluation studies say . SRI International no. P10446. Arlington, VA, 2003

Muir-Herzig, Rozalind. “Technology and its impact in the classroom.” Computers and Education 42(2004): 111-131. Web.

Richtel, Matt.”In classroom of future, stagnant scores.” New York Times , 4 September 2011: A1. Print.

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IvyPanda. (2019, June 5). Using Technology in Classrooms. https://ivypanda.com/essays/using-technology-in-classrooms/

"Using Technology in Classrooms." IvyPanda , 5 June 2019, ivypanda.com/essays/using-technology-in-classrooms/.

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IvyPanda . 2019. "Using Technology in Classrooms." June 5, 2019. https://ivypanda.com/essays/using-technology-in-classrooms/.

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IvyPanda . "Using Technology in Classrooms." June 5, 2019. https://ivypanda.com/essays/using-technology-in-classrooms/.

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Example Of Argumentative Essay On Technology In The College Classroom

Type of paper: Argumentative Essay

Topic: Autism , Aliens , Classroom , Human , Students , Computers , Technology , Education

Published: 02/19/2020

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Introduction

Whether or not the use of technology in the college classroom brings more harm than good, is debatable. While technology has been a central factor in many sectors including business and education, this debate has taken a center stage, with proponents of either side pushing to have their views heard. This paper prominently addresses the pro-technology side of the argument, followed by brief rebuttal and counterarguments.

The Argument for Technology in College Classrooms

- According to Osorio et al (2005), “the human computer interaction makes communication, a central factor in education, easier”. The human computer interaction makes the conveyance of information easier through eliminating barriers associated with human weaknesses. However, "the success of technology integration into classrooms depends on how end users receive and embrace it" (Gu, & Zhu, Y, 2013). - Osorio et al (2005) think, “Technology is the single most important way of introducing efficiency to the wheels of higher education.” By efficiency, it means that the students in the college classroom are capable of effortlessly accessing, retrieving and applying information in research. Additionally technology provides applications that assist in personal development. Patricia Riley notes "Some additional apps that my students recommend for rehearsal and performance assistance" (Riley, 2013) - Accessibility is yet another pro of using technology in the classroom setting of colleges. According to Reed (2010), “technology makes a wide array of resources readily available to the college student”. Accessibility and retrieval are closely linked. - Hammonds et al (2013) argue that the use of technology makes students remarkably organized "These students have been raises in a digital environment"

The counterarguments

- The other side of the debate has two noteworthy points, and the first one is “technology is associated with resistance to change, due to lack of knowledge, or ignorance” (Reed, 2010). Essentially some people fear technology because they are not well versed in it. - Secondly, Hammonds et al (2013) argue that other people associate technology with distraction because, “it comes with such features as games and other online media”.

Rebuttal of Counterarguments

What others consider distraction is essential since play and enlightenment are as well essential. In light of this, the Organization of American Historians (2012) says, “the real power of computer lies in its graphics rather than its word processing function”.

It is evident, from the foregoing, that the pros of using technology in college classroom outweigh the cons. As such, the use of technology in the college classroom is a valid option, and all institutions should endeavor to embrace the idea.

Gu, X., Zhu, Y. & Guo, X (2013). Meeting the “Digital Natives”: Understanding the Acceptance of Technology in Classrooms. Educational Technology & Society, 16 (1), 392–402. Hammonds, L., Matthessen, L., Wilson, E.K & Wright, V. (2013). Gareway tools: Fine tools to alow teachers to overcome barriers to technology integration. The delta Gamma Bulletin. Organization of American Historians. (2012). Book reviews. Journal of American History Osorio, J., Tatnall, A., Visscher, A., & IFIP TC 3/WG 3.7 International Working Conference on Information Technology in Educational Management (ITEM). (2005). Information technology and educational management in the knowledge society: IFIP TC3 WG3.7, 6th International Working Conference on Information Technology in Educational Management (ITEM), July 11-15, 2004, Las Palmas de Gran Canaria, Spain. New York, NY: Springer. Reed, R. H., Berque, D. A., & WIPTE. (2010). The impact of tablet PCs and pen-based technology on education: Going mainstream, 2010. West Lafayette, Ind: Purdue University Press. Riley, P. (sept. 2013). Teaching, learning and living with iPads. Music educators journal, 100(1), pp. 81-86

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Applying Technology in the Classroom

The past decades have depicted an incredible change in the landscape of education that was more rapid and extensive than ever before. The factor that was and is the strongest driver for this change, is the involvement of technology in the classroom. In current classrooms, such implementations range from hardware such as tablets or computers to the improvement of internet connectivity within teaching facilities, or even altering school curriculum in a way to include programs that enhance computer literacy.

As such, to fully realize the value of technology within the classroom, it is essential to understand both the benefits and challenges it presents to the teachers, students, and other staff. Some challenges often revolve around being unable to smoothly integrate educational technology into the teaching environment, the adaptation of tools or equipment into the curriculum, or even the acquisition of such technology [1]. Despite this, the majority of teaching staff are successfully implementing technology into the classroom and obtaining the advantages it is able to provide to students.

The smartboard is a classroom-specific piece of equipment and is, therefore, created to enhance the learning experience for students and teaching management for staff. In a recent study the preliminary preparation, student attention, and class management were variables that were investigated in classrooms with and without smartboards [2]. The study showed that preliminary preparation was improved and even inevitable due to the fact that learning material was easily accessible, and if certain material was missing, it could be easily found via the internet and displayed on the smartboard.

The student attention was also noticeably more increased, and this was attributed to the fact that a smartboard involves more than the sense of sight but also of sound. Additionally, transitions between topics are more seamless than when consulting a book or using a regular white or blackboard. The teachers that participated in the study survey determined that the smartboard had a positive effect on overall class management as it improved preparation, classroom engagement, and increased time for relevant tasks.

Tablets and iPads are a more controversial inclusion within the classroom, and are still debated as their involvement in the classroom has been noted to provide both easy access to software, research, and notetaking but is also a distraction. Educators that implement iPads in the classroom cite versatility, mobility, and connectivity that are relevant to numerous in-classroom contexts. A study that involved survey responses of middle school teachers who have introduced iPad initiatives within their establishments [3].

This format allowed for insight and displayed that the findings were mixed, with some teachers finding that iPads had a positive impact while others were concerned with the iPads being too distracting. The positive behaviors were categorized as improved student engagement and communication, while negative behaviors were recorded as off-task conduct and distraction. The study illuminated an important aspect of including such multifaceted equipment into the classroom, the need for teachers to learn targeted development on both pedagogical and practical levels on the use of technology in the classroom to see truly positive results.

Social media, the most recent adaptation of technology within the classroom, has the ability to connect students, teachers, parents, and other staff. Additionally, though inherently a tool for entertainment and communication, students often use social media to promote certain activities, movements, initiatives, or messages as a tool of empowerment. The integration of social media and school-related management is slowly colliding.

This can be seen through the transition of event announcements to social media platforms as opposed to printed media or assemblies, classroom projects being managed and tracked via pages on social media, and quick communication between students, staff, and parents [4]. Social media is likely to pose certain difficulties during this transitory period, but it should similarly be investigated as a tool that enhances learning and the classroom experience.

Reference List

• A. M. Johnson, M. E. Jacovina, D. G. Russell and C. M. Soto, Author, “Challenges and solutions when using technologies in the classroom,” M.A. Thesis, College of Arts & Sciences, University of Arizona, Tucson, Arizona, U.S.A, 2016.
• M. Karadag, “The impact of smart board usage on class management,” New Trends and Issues Proceedings on Humanities and Social Sciences , 4, 9, 82-89. 2018. Web.
• J. M. Ferguson and J. Oigara, “iPads in the Classroom: What do Teachers Think?” International journal of information and communication technology education: an official publication of the Information Resources Management Association , 13, 4, 74-86. 2017. Web.
• L. Wade. “ How Social Media is Reshaping Today’s Education System. ” Georgetown University Center for Social Impact Communication. Web.

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Classroom Technology: The Good, the Bad, and What's Next

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Argumentative Essay

Argumentative Essay About Technology

Last updated on: Mar 12, 2024

Make Your Argumentative Essay About Technology Unbeatable: Examples and Tips

By: Barbara P.

15 min read

Reviewed By: Melisa C.

Published on: Mar 9, 2023

Are you feeling overwhelmed by the task of writing an argumentative essay about technology? Don't worry – you're not alone. 

Technology is a vast and rapidly evolving field, making it a challenging topic to tackle. But fear not!  With the right structure, examples, and tips, you'll be equipped to create a persuasive and captivating essay that will impress your readers.

In this blog, we're here to guide you through the process, providing you with engaging examples and essential guidelines. With our help, you'll be able to create an argument that is both persuasive and well-supported by evidence.

So read on and make sure your argumentative essay about technology is unbeatable! 

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How to Write an Argumentative Essay About Technology?

Now you know what argumentative essays about technology are and why they're important? 

Let's look at how to write a compelling argument. 

Pick a Title

The title of your essay should capture the attention of your reader and summarize the main points of your argument. 

Think carefully about how you want to frame your argument in order to create an effective title. It should be short and catchy, but also accurately reflect the main arguments or ideas in your essay. 

Form an Outline 

After deciding on a title for your essay, it’s important to form an outline of the key points and arguments you will make in each paragraph. This will help keep you organized during the writing process and ensure that all of your ideas are connected. 

Make sure there is good flow between each section so that readers can follow along easily. 

Here is an outline template for argumentative essay about technology:

Write an Introduction 

Your introduction is where you set up the context for your essay and explain what it is that you will be arguing throughout the rest of the text. 

Include relevant background information, as well as any interesting facts or anecdotes that could help engage readers from the beginning. 

Be sure to end with a thesis statement that clearly lays out which side you are taking in this debate and what evidence will be used to support it.

Write Body Paragraphs 

Your body paragraphs are where most of your research comes into play! 

Ensure these paragraphs contain detailed evidence from reliable sources that supports each point being made in each paragraph. 

Additionally, be sure to use transition words throughout these sections so that readers can follow along easily from one point to another.  

Write a Conclusion

Your conclusion should briefly outline the key points and evidence used throughout your paper. While reiterating why this particular topic is so important and relevant today. 

Your conclusion should leave readers with something thought-provoking! 

Perhaps something they hadn’t considered before rather than just summarizing everything they have already read in previous paragraphs.

Looking for guidance on crafting powerful arguments? Look no further than our argumentative essay guide! 

Check out this informative video to learn how to construct a persuasive argumentative essay!

Examples of Argumentative Essay About Technology

Now that you know how to write an argumentative essay about technology, let's look at some examples.

These examples will help you get a better understanding of the argumentative essay structure and what types of arguments you can make. 

Argumentative Essay About Advantages and Disadvantages of Technology

Let’s take a look:

Paper Due? Why Suffer? That's our Job!

Argumentative Essay On Technology And Society

Here is a short argumentative essay on technology and society: 

Example of a Research-Based Argumentative Essay About Technology

Argumentative essay examples are a great way to gain a better understanding of how technology is affecting our lives - both positively and negatively. 

To help illustrate this argument, this essay will look at the evidence for an argumentative essay about technology.

Here are some additional examples for you to get inspired!

Argumentative Essay About Technology And Social Media

Argumentative Essay About Technology In Education

Argumentative Essay About Technology A Friend Or A Foe

Argumentative Essay About Technology Make Us Alone

Is Technology Good Or Bad Argumentative Essay

5 Paragraph Argumentative Essay About Technology

If you're searching for the determination to create a persuasive essay, our blog of argumentative essay examples is just what you need!

Good Argumentative Essay About Technology Topics

When writing argumentative essays about technology, it's important to identify a topic that is relevant and argumentative.

The following are some good argumentative essay topics related to technology: 

• Will AI bring more benefits or risks to society?
• Is social media a positive or negative influence on society?
• How can individuals and organizations better protect themselves from cyber threats?
• Should individuals have more control over their personal data online?
• Will automation lead to mass unemployment or create new job opportunities?
• Is VR technology more beneficial for entertainment or educational purposes?
• Should governments have the authority to regulate and censor online content?
• What are the advantages and disadvantages of widespread 5G implementation?
• Is the use of biometric data for identification and security purposes ethical?
• How can technology be effectively integrated into classrooms to enhance learning outcomes?

Want to write an essay that will grab your readers' attention? Explore our blog for more thrilling argumentative essay topics !

Summarizing it all,  argumentative essay examples about technology can help to illustrate the argument for or against its use in our lives. By exploring various argumentative essay topics related to technology, you can gain a better understanding of the benefits and drawbacks of its use. 

So, take a look at the argumentative essay topics provided above and create your argumentative essay today! 

And if you are still seeking help with your argumentative essay, contact our essay writer today!

Our argumentative essay writer has the knowledge and experience to write the best argumentative essay for you. 

So request “ write my paper ” today and we guarantee that your essay will be well-structured, argumentative, and insightful. 

So don't hesitate - to contact our argumentative essay writing service today! 

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Dr. Barbara is a highly experienced writer and author who holds a Ph.D. degree in public health from an Ivy League school. She has worked in the medical field for many years, conducting extensive research on various health topics. Her writing has been featured in several top-tier publications.

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While many parents allow children free reign of the internet at home, it’s a common debate in education circles on how —and if —digital devices should be allowed at school.

Supporters of technology in the classroom say that using laptops, tablets, and cellphones in the classroom can keep students engaged. Technology is what they know. Most students today don’t even remember a time without the internet.

But critics say it’s yet another distraction in the classroom. From social media to texting, allowing digital devices could hinder a student’s performance in the classroom.

Read on to discover the main arguments surrounding the global debate on digital devices and their place in our schools.

Pros of digital devices in the classroom

• Peace of mind:  Cellphones and smartphones can offer parents a little more peace of mind when their children are at school. Parents know that in an emergency the student can contact them, or vice versa. In addition, more and more cellphones and smartphones contain GPS devices that can be tracked if necessary.
• Instant answers:  Access to the internet provides instant answers for the curious. This is the search-and-learn environment kids are involved in today. Now, when they want to know “Why do leaves change color,” they are only a search away from an answer. This also gives students the ability to get an answer to a question they may feel uncomfortable asking in class. If a teacher uses a term they don’t understand, they can find the answer discretely, and without interrupting the class.
• Wider access to information:  With internet access, children can be exposed to a world of creative ideas outside of their bubble. They can learn other languages, teach themselves how to draw, knit, or play chess. They have access to an endless array of options available to help them learn, and gain skills they might not otherwise be exposed to. All of this can be accomplished through a  smartphone, which can be a valuable learning tool , if used correctly.
• Access to video:  Electronic devices in the classroom can enhance the learning experience by providing instant video access. Martin Luther King’s “I Have a Dream” speech is not just something to read about. Man’s first step on the moon, early flight, presidential speeches, bridges being built—they all are made more real and easier to digest in the form of instant video availability.
• Wide range of music available:  Sure, you might think of kids listening to their pop, hip-hop, and rap music on digital devices, but remember that all music is available. This gives students access to classical, jazz, big band, and early rock ‘n’ roll. Students could have the opportunity to compare and discuss the differences in these styles in a way that is familiar to them.
• Social learning: Social media can have a negative connotation when you link it to kids. However, there can be an educational aspect. Social learning is a great way for students to share information, thoughts, and ideas on a subject. Properly focused, quieter, and shyer students may blossom in a social learning situation made possible by digital devices.
• Teacher advancement:  Finding ways to effectively utilize digital devices in the classroom provides teachers with an opportunity to advance their skillset and grow with their students. Many teachers are taking their digital literacy to the next level by earning an  master’s degree in education technology .

Cons of digital devices in the classroom

• Harmful effects of digital devices:  There are concerns from the EPA about long-term exposure to wireless devices and computer screens . While there is no direct evidence of harmful effects, the EPA discourages too much exposure for students who have video screens in front of their faces or computers in their laps. If students frequently use these devices at home, additional exposure at school could be viewed as harmful.
• Inappropriate materials:  While schools can limit the availability of websites that can be viewed on their network, students may find links that slipped through the system. There will also be times that students will not be accessing the internet through a monitored network.
• Distraction from schoolwork:  With the temptation of social media and texting in their hands, students may focus solely on their social life instead of the lesson plan.
• Child predators:  Child predators are a problem everywhere. Using digital devices at school creates just that much more exposure and potential danger for students.
• Cyberbulling : This is an increasing issue that’s grown exponentially in recent years. Permitting use of digital devices in the classroom could potentially lead to more of it.
• Provide a disconnect:  While some believe digital devices make for greater connections for students, there are also those who believe too much time with digital devices disconnects students from face-to-face social activities, family communications, and nature. Digital devices in the classroom could lead to an even greater disconnect.
• Could widen the gap : Technology spending varies greatly across the nation. Some schools have the means to address the digital divide so that all of their students have access to technology and can improve their technological skills. Meanwhile, other schools still struggle with their computer-to-student ratio and/or lack the means to provide economically disadvantaged students with loaner iPads and other devices so that they can have access to the same tools and resources that their classmates have at school and at home.

Should schools permit digital devices?

Some school districts have seen great improvements by allowing digital devices in the classroom. One thing is clear: if digital devices are permitted, there should be guidelines and rules in place .

Students need to be taught online safety, the use of judgment in determining good quality sources of information, and restraint from personal use in the classroom. In other words, they need to learn all about digital literacy and  digital citizenship .

There are many resources for teaching these concepts, and a great place to start is the International Society for Technology in Education  (ISTE). Their   comprehensive standards  focus on  the skills and qualities students should have in order to be successful in the digital world. ISTE also teamed up with Google and developed an online digital citizenship game called  Interland . It educates kids about digital citizenship in interactive ways. Students learn how to be good digital citizens as well as how to combat hackers, phishers, oversharers, and bullies.

If a school is going to allow and/or encourage the use of digital devices in the classroom, then teachers also need proper support in terms of training, professional development, and curriculum. They can start with curriculum and PD resources such as those provided by   Common Sense Media , but in order to fully utilize them, teachers need time to plan and collaborate. Digital devices should only be used when there are specific goals in mind, focusing on student safety, digital citizenship, critical thinking, collaboration, advancement, and equity.

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Argumentative Essay on Technology in the Classroom

The main problem with a technology in the classroom discussion is that it can cause a student to feel defensive, even hostile. As a result, he will not want to participate in such discussions. This can lead to the classroom teacher avoiding his job duties because of not liking his students and his subjects. There are three main ways you can prevent this from happening.

The first method is to not bring up the technology at all. When talking about technology in the classroom, never bring up how your teacher is a fan of tech because that will drive him away. If he loves tech, he will tell you why so you do not need to ask him if he has a blog or an email account. Instead, just keep your discussion simple.

The second way to prevent arguments about technology is to be specific about how old the student’s age is. Do not bring up things like a computer is the only way you can learn because that will get him into a defensive mode. Instead, say things like he would need more of your time to listen to lectures or listen to you speak.

Finally, when you do get into a conversation about technology in the classroom, you have to make sure that you do not talk your way through it, but rather let your student’s opinion come to the forefront. You cannot give him all the credit for using the technology if he was not interested in it.

The best thing you can do is look for good examples on how students were handled during the same topic. Also, watch out for things that make students feel guilty for not knowing how technology is used in their schools.

Even if you can find a great teacher who is able to teach you how to do this, it is important that you still have your own opinions and concerns. Try not to use this as a way to get your way. However, if you get upset or angry, you might lose your cool and become passive and not engage in the discussion. This will drive your teacher away as well.

Technology in the classroom discussion is a valid issue, but so is the use of computers. You should never say that students who do not use the computers are dumb, and they should be taken away from their classrooms. Instead, you should focus on how much you think technology is making their lives easier and what it has given them.

When you do discuss the subject with your own technology, you will understand it better. When you are faced with someone who is not familiar with the topic at hand, it will help you understand him better. By listening to his objections and complaints, you can change his mind and show him that you care about his questions.

Technology is something that all students use, whether they want to or not. It has to be used in a reasonable manner. You should not shout down a teacher who is using the technology in the classroom.

Another thing you should not do in your argumentative essay on technology is to make the whole classroom feel guilty. No matter how they use the technology, you should not make it seem like it is their fault.

The use of technological devices in a classroom should always be supervised by a teacher. If you are able to put the issue before the class, then you have done the right thing.

The conversation may even lead to a change in the way teachers use the devices. You do not need to be right all the time, but at least you should not be wrong.

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Three Things You Need To Know If You’re Writing an Argument on the Future of Technology

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Digital devices, such as laptops, tablets, and smartphones, are ubiquitous in society, across college campuses, and in college classrooms. A vast majority of college students bring and/or use a laptop in the classroom ( Patterson and Patterson, 2017 ; Elliot-Dorans, 2018 ). In many ways, the ubiquity of these devices has been a boon to higher education—students can now respond instantaneously to online polls, collaborate in real time on written work, and engage with a range of media more flexibly than ever before. Using digital devices to teach remotely for a year and a half helped further demonstrate some of the ways they might be used in-person to promote learning.

Given this tension, how do you create a classroom and course where technology is used to engage, rather than distract, students? Looking at the research and our experiences using technology both in-person and remotely, we’ve found that using technology well involves being intentional, flexible, and transparent. Below you’ll find some advice about how you might use technology to support your learning objectives, supplemented by research on how to prevent technology from becoming a distraction.

Distraction, not the device, is the problem

Let's be clear: the presence of electronic devices in the classroom is not, in and of itself, the problem. Rather, it's the way we incorporate electronic devices into situations in which we are already inclined to pay attention to too many things. Broadly, we are not wired to multitask well (e.g. Mayer and Moreno, 2003 ), which is precisely the temptation that many students report experiencing when they are in the classroom. Let’s take a moment to look at what the research on in-class device usage tells us about multitasking; or, you may wish to jump directly to our recommendations below.

Studies of individual class sessions

A growing number of studies have found that off-topic device usage—whether on a phone or on a laptop—impedes academic performance (e.g. Glass and Kang, 2019 ; Felisoni and Godoi, 2018 ; Bjornsen and Archer, 2015 ; Demirbilek and Talan, 2018 ). Several studies have compared students who texted during a lecture versus those who did not. Those who texted typically took lower quality notes, retained less information, and did worse on tests about the material (e.g. Kuznekoff and Titsworth, 2013 , and Rosen et al, 2011 ; Lee et al, 2017 ). Students themselves are aware that in-class multitasking does not promote learning; in one survey, 80% of students agreed that multitasking in class decreases their ability to pay attention ( Sana et al, 2013 ).

Studies of semester-long courses

Much of the above data comes from simulated class situations, correlational studies, or studies of a single class session. What happens when students are not allowed to use computers in class for an entire semester? Two studies comparing actual college classrooms in which students were or were not allowed to use computers over the course of the semester found that students who bring a laptop to class earned lower grades than those who do not ( Patterson and Patterson, 2017 ; Carter et al, 2017 ).

However, the evidence is not uniformly against laptops. Elliot-Dorans compared different sections of the same course that either banned or allowed laptops, and found that banning laptops led to lower quality of written work, lower attendance, and lower exam scores ( Elliot-Dorans, 2018 ). The author surmised that students’ note taking was worse without a laptop, which impeded their learning.

Our recommendations

Maintaining focus.

Boredom is one of the main reasons that students report using a digital device during class ( McCoy, 2016 ). By keeping your students engaged, thinking, and doing activities during class, they are less likely to be tempted by digital distractions. Two studies, one that asked students to use clickers to report lapses in attention ( Bunce et al, 2010 ) and one that tracked students’ eye gaze patterns during lectures ( Rosengrant et al, 2012 , summarized here ), found that students’ attention is highest during and immediately after a change in pedagogy or behavior of the instructor. Some examples of changes that can help students maintain focus include:

Variety in pedagogical activities. If you want students to pay attention to you, then you have to offer them something more interesting than your slides (which they’re perfectly capable of reading for themselves). Look for opportunities to change up the interaction in the classroom. If you're lecturing, why not ask your students to provide examples of the concept you’re describing? If you are leading a discussion seminar, why not design activities for students to talk to each other in small groups instead of just answering your questions for the duration of the class? For example, prompt students turn and talk to each other about a question or challenge you’ve posed. Technology can help promote engagement and collaboration during an activity like this; students could write and respond to each other in a shared Google Doc.

Proximity to the instructor. You are not a prisoner of the podium, or the front of the table, or however your classroom is set up. Of course, you can't be proximate to each student all the time—so move around! You can use your position in the classroom to change the flow of the conversation and the way that students direct their attention.

Humor. You probably already knew that students typically pay attention to jokes. But there's a lot more behind that surface observation: laughter in the classroom can make students more comfortable, lower their affective filter , encourage intellectual risk-taking, decrease anxiety, and establish a more productive student-teacher relationship.

Using technology for learning and engagement

Furthermore, students may prefer taking notes on their computer rather than by hand. In one survey of college students, 70% of students report that having a laptop in class is helpful for their academic performance, with note-taking cited as the most important benefit ( Kay and Lauricella, 2014 ). Additional reported benefits include engagement with in-class academic activities, and communication and collaboration with peers ( Kay and Lauricella, 2014 ; Fried, 2008 ).

Technology as a technology of inclusion

While for many students banning devices from the classroom may seem like a minor inconvenience, students with dyslexia, ADHD, or visual impairments use computers to take notes and to access cloud-based assistive technologies. People with invisible disabilities are enrolling in higher education settings in increasing numbers, and require access to technologies that assist with their learning. Allowing all students access to a device in class avoids singling out students who have important reasons for using one.

To allow or not allow devices?

Faculty are often hesitant to allow students to use devices in the classroom due to the potential for distraction. However, we note that the challenge with digital devices is not the device per se, but off-topic usage. We can decrease the temptation by ensuring that the class itself is interactive and engaging, and that any use of technology is relevant.

We recommend being intentional, transparent, and flexible about use of digital devices in the classroom.

Start by thinking carefully about your learning objectives , and identify activities that align with your objectives and enhance learning. Sometimes the most appropriate activity might not involve technology, but instead might include students talking to a neighbor, drawing a diagram on paper, or solving a problem on a white board. In other cases, you might see an ideal use case for electronic devices. For example, you might incorporate online tools that provide insight into student understanding (such as polls) or that allow collaborative work.

During some portions of a class, you might encourage students not to use their devices, but to instead maintain their attention on the conversation, for example. (You may wish to apply these directions flexibility, with the understanding that some students rely on digital tools for learning.)

Communicate clearly—and frequently—about when and why to use a device, as well as why not to use a device. Share the research about how off-topic device usage impedes learning.

Include a technology policy on your syllabus. In addition to letting students know what they can and cannot use, it is important to let them know why.

Share advice about good practices for using digital devices. Guidance about turning off extraneous applications and notifications, and closing the device when an activity is completed, will help students not only in your class, but also in their future work environments.

For more information...

Beth McMurtrie, " Should You Allow Cellphones in Class? "  The Chronicle of Higher Education  (20 October 2022).

James M. Lang, Distracted: Why Students Can't Focus and What You Can Do about It  (Hachette, 2020).

J. Weinberg, " Why To Discourage Laptops In Class (With Slides You Can Show Your Students) ," Daily Nous (15 August 2018). [These slides provide an overview of research surrounding using laptops in class; additionally, the comments provide some nuance as to why a ban can be problematic.]

Zhu, E., Kaplan, M., Dershimer, R. C., & Bergom, I. (2011). Use of laptops in the classroom: Research and best practices . CRLT Occasional Papers, 30(6).

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A Brief But Spectacular take on harnessing AI in schools

Steve Goldbloom Steve Goldbloom

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• Copy URL https://www.pbs.org/newshour/brief/475591/adrian-antao

Adrian Antao is a high school English teacher at KIPP NYC. Adrian has worked with educators, coders and designers at the nonprofit Playlab.ai to develop Project Toni, an AI tool to support his students with their writing revisions. While many are worried about using AI in the classroom, Adrian has found real benefits. He shares his Brief But Spectacular take on harnessing AI in schools.

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Notice: Transcripts are machine and human generated and lightly edited for accuracy. They may contain errors.

Amna Nawaz:

As a New York City high school English teacher, Adrian Antao has embraced technology to help his students. While some express concern about the influence of A.I. on education, Antao has worked with educators, coders, and designers to develop an A.I. tool that helps students with their writing revisions.

He shares his Brief But Spectacular take on harnessing A.I. in schools.

Adrian Antao, High School English Teacher:

Here it is, the argument essay. It's a yes/no question that needs an answer in the intro.

Because I have taught for close to 20 years, I have taught almost every English class this school has offered.

Why did the author want to write these four paragraphs?

I have wanted to be a teacher since I was 10 years old. Initially, I thought it was a job that would garner you respect as an adult. As I got older, I fell in love with literature and have lucked into a dream job.

OpenAI dropped ChatGPT on all of us last November. My initial reaction was terror. The summer began with me sitting in on conversations about how to adapt A.I. for the classroom, and, by July, we began a partnership with a company called Playlab that provided an open platform for teachers to create their own A.I. bot.

I'm going on to Project Toni. It's an A.I. chat bot that can be a teaching assistant for teachers and a writing tutor for students. So I'm going to put in the assignment. It is designed to read articles that students are also reading, so they can engage in the conversation to begin the revision process.

Toni will provide strengths and areas for improvement for each paragraph. The problem that I had in mind was largely the jealousy I felt toward math teachers and science teachers, who can give instant feedback to students during tutoring. If I assign a five-page essay, that's a 500-page novel that I would have to get through.

Before Toni existed, the feedback cycle largely mimicked the letter writing that you would see in Jane Austen movies, roughly two to three weeks, and this shrinks that feedback cycle to 24 to 72 hours.

Remember what I told you on Tuesday.

Introducing Project Toni into the classroom has been fascinating. What I'm discovering is that I'm needing to teach them how to use it well. Just press one and Toni will give paragraph-by-paragraph suggestions. It's not Alexa or Google. You don't just give it simple commands. You have to engage with it.

Specifically, could you elaborate on why this was a poor example? And it will give you two to three sentences of explanation. And you can convince Toni that it was incorrect. But what that takes is for you to make a stand for your own writing, which is such a huge move in a writer's psychology to have the confidence in your own sentences, where, often, students are coming from a space of doubt and fear.

You're entering in a partnership the way a professional writer and a professional editor enters into a conversation, and they're both engaged in trying to make the writing better.

The P is the purpose.

One of the goals of being a good teacher is to give them academic attention and show them how intelligent they are. What I enjoy most about teaching writing is seeing growth in one of my students. It fills me up the way a great sentence in a novel fills me up. It's a really fulfilling experience.

My name is Adrian Antao, and this is my Brief But Spectacular take on harnessing A.I. in schools.

Tonight's Brief But Spectacular is part of a six-part collection on the future of education.

Geoff Bennett:

And you can watch the entire series on our Web site. That's PBS.org/NewsHour.

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Steve Goldbloom is a producer and series creator of "Brief but Spectacular."

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Technology Argumentative Essay Topics: 25+ Ideas for Inspiration

by  Antony W

April 20, 2023

The evolution of technology is no longer a theory because there are far too many developments that would have been otherwise impossible if technology wasn’t really a thing.

In fact, advancements in technology has brought forth changes in the way we learn, how we do business, the way we access information, and the way we communicate and interact.

When it comes to writing an argumentative essay on technology, there are so many topics that you can explore depending on your area of interest.

In this article, we outline 20+ technology argumentative essay topics that you can explore in your next essay assignment.

Technology Argumentative Essay Topics

The following are some of the best topics to consider if your instructor has asked you to work on a technology argumentative essay.

Argumentative Essay Topics on the Development of Technology

• The development of Artificial Intelligence (AI) will harm people
• Should the government impose legal control over the development of technology?
• Should we allow cloning in technology?
• Will the development in technology give birth to a Technological Brave New World?
• Should we support the move by states to invest in the development of war and weapons technologies?
• We should not allow genetic engineering
• Will the internet become obsolete one day?
• Should the government invest in space studies?

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Technology Argumentative Essay Topics on Medicine

• Should we encourage scientists to experiment with genetic engineering solely for medical purposes?
• Does technology play a significant role in modern medicine?
• Are health and fitness equipment companies worth it?
• Will computers kick doctors out of their jobs some day?
• Should the medical industry invest in cognitive computing?
• Should the government invest in practical research projects to provide medical assistance to individuals?
• Should medical tests be limited to animals?
• Should we exempt human from critical clinical trials?
• Can parents control undesirable genetics of their unborn children?
• Do smartphones cause brain cancer?
• Does the use of wearable technology boot healthy living?

Also Read: Medical Argumentative Essay Topics

Technology Argumentative Essay Topics on Social Media

• Should an individual take legal action for hate speech on social media?
• Has social media technology impoverished people’s social lives?
• The government should limit the use of social media during political rallies and elections
• Should companies care about potential employees’ social media profiles in the recruiting and hiring process?
• Do social media cause moral decay among college students?
• Should the free speech rule apply when creating posts and commenting on social media posts?
• Can teenagers in college and kids in high school have their own social media account?
• Should cops and intelligence have access to social media profiles during their investigation?
• Do social media companies uphold the privacy of their users?
• Has social media has a negative effect on interpersonal relationships and real-life social interactions?
• Should we discourage children and adolescent from using social media platforms such as Facebook and WhatsApp?
• Should social media companies develop new policies to enhance data privacy of their registered user?
• Has Instagram contributed to low self-esteem among teenagers?
• Should parents discourage children from making new friends on social media?
• It’s inappropriate for teachers and students to befriend each other on social media

Technology Argumentative Essay Topics on Social Life

• Will emails, online chats, and smartphones replace face-to-face communication?
• Is it legal to use a smartphone while driving a car?
• Are humans too dependent on technology?
• Kids who play video games are smarter in class than those who don’t
• Do smartphones make people depend on each other?
• Does modern technology make human beings helpless in the event of a crisis?
• Has social media affected the way young people find and build relationships in real life?
• Do parents have the obligation to determine how long their children use the internet on a day-to-day basis?
• Can technology improve the quality of an individual’s life?
• Do violent video games teach children and adult to behave more violently?
• Can technological innovation help humans to live longer?
• Is the use of microchips the best way to protect human identity?

Also Read: 35+ Argumentative Essay Topics on Multiple Subjects

Technology Argumentative Essay Topics on Education

• Will traditional books disappear?
• Should teachers allow students to bring laptops and tablets to classes?
• Students should not be allowed to use social in school
• Should teachers encourage the use of video games in school?
• Does online education make students lazy?
• Is listening to audio books better than reading a textbook?
• Will online education replace traditional learning as online technology continues to develop?
• Are online education platforms more effective than traditional libraries?
• Is 3D printing more reliable than Computer Aided Design software at producing models?
• Are online classes better that traditional brick and motor learning?
• Can we blame smartphone technology for the high rate of spelling mistakes among young people in schools?
• Should learning institutions invest in online proctoring to monitor students during online examination?
• Can a reliance on technology help to solve the education problems faced by institutions of higher learning?
• Does the integration of technology in classroom sessions help to improve the learning process?
• Should education institutions take part in the regulation of cyberbullying?
• Is online education compatible with traditional education?

Also Read: Social Media Argumentative Essay Topics

Technology Argumentative Essay Topics on Human Interactions

• The increased use in technology makes people dumber
• Does overreliance on technology make people lazy or too dependent on it?
• Using technology to solve one human problem only creates another problem
• Should we campaign for worldwide accessibility to technology to boost human interaction?
• Has social media really made the world a small global village?
• Should parents have control over what content children can access on the internet?
• Should the government ban the use of social networking sites in college and universities?

About the author 

Antony W is a professional writer and coach at Help for Assessment. He spends countless hours every day researching and writing great content filled with expert advice on how to write engaging essays, research papers, and assignments.

Image credit: Kristina Closs

Technology might be making education worse

Listen to the essay, as read by Antero Garcia, associate professor in the Graduate School of Education.

As a professor of education and a former public school teacher, I’ve seen digital tools change lives in schools.

I’ve documented the ways mobile technology like phones can transform student engagement in my own classroom.

I’ve explored how digital tools might network powerful civic learning and dialogue for classrooms across the country – elements of education that are crucial for sustaining our democracy today.

And, like everyone, I’ve witnessed digital technologies make schooling safer in the midst of a global pandemic. Zoom and Google Classroom, for instance, allowed many students to attend classrooms virtually during a period when it was not feasible to meet in person.

So I want to tell you that I think technologies are changing education for the better and that we need to invest more in them – but I just can’t.

Given the substantial amount of scholarly time I’ve invested in documenting the life-changing possibilities of digital technologies, it gives me no pleasure to suggest that these tools might be slowly poisoning us. Despite their purported and transformational value, I’ve been wondering if our investment in educational technology might in fact be making our schools worse.

Let me explain.

When I was a classroom teacher, I loved relying on the latest tools to create impressive and immersive experiences for my students. We would utilize technology to create class films, produce social media profiles for the Janie Crawfords, the Holden Caulfields, and other literary characters we studied, and find playful ways to digitally share our understanding of the ideas we studied in our classrooms.

As a teacher, technology was a way to build on students’ interests in pop culture and the world around them. This was exciting to me.

But I’ve continued to understand that the aspects of technology I loved weren’t actually about technology at all – they were about creating authentic learning experiences with young people. At the heart of these digital explorations were my relationships with students and the trust we built together.

“Part of why I’ve grown so skeptical about this current digital revolution is because of how these tools reshape students’ bodies and their relation to the world around them.”

I do see promise in the suite of digital tools that are available in classrooms today. But my research focus on platforms – digital spaces like Amazon, Netflix, and Google that reshape how users interact in online environments – suggests that when we focus on the trees of individual tools, we ignore the larger forest of social and cognitive challenges.

Most people encounter platforms every day in their online social lives. From the few online retail stores where we buy groceries to the small handful of sites that stream our favorite shows and media content, platforms have narrowed how we use the internet today to a small collection of Silicon Valley behemoths. Our social media activities, too, are limited to one or two sites where we check on the updates, photos, and looped videos of friends and loved ones.

These platforms restrict our online and offline lives to a relatively small number of companies and spaces – we communicate with a finite set of tools and consume a set of media that is often algorithmically suggested. This centralization of internet – a trend decades in the making – makes me very uneasy.

From willfully hiding the negative effects of social media use for vulnerable populations to creating tools that reinforce racial bias, today’s platforms are causing harm and sowing disinformation for young people and adults alike. The deluge of difficult ethical and pedagogical questions around these tools are not being broached in any meaningful way in schools – even adults aren’t sure how to manage their online lives.

You might ask, “What does this have to do with education?” Platforms are also a large part of how modern schools operate. From classroom management software to attendance tracking to the online tools that allowed students to meet safely during the pandemic, platforms guide nearly every student interaction in schools today. But districts are utilizing these tools without considering the wider spectrum of changes that they have incurred alongside them.

Antero Garcia, associate professor of education (Image credit: Courtesy Antero Garcia)

For example, it might seem helpful for a school to use a management tool like Classroom Dojo (a digital platform that can offer parents ways to interact with and receive updates from their family’s teacher) or software that tracks student reading and development like Accelerated Reader for day-to-day needs. However, these tools limit what assessment looks like and penalize students based on flawed interpretations of learning.

Another problem with platforms is that they, by necessity, amass large swaths of data. Myriad forms of educational technology exist – from virtual reality headsets to e-readers to the small sensors on student ID cards that can track when students enter schools. And all of this student data is being funneled out of schools and into the virtual black boxes of company databases.

Part of why I’ve grown so skeptical about this current digital revolution is because of how these tools reshape students’ bodies and their relation to the world around them. Young people are not viewed as complete human beings but as boxes checked for attendance, for meeting academic progress metrics, or for confirming their location within a school building. Nearly every action that students perform in schools – whether it’s logging onto devices, accessing buildings, or sharing content through their private online lives – is noticed and recorded. Children in schools have become disembodied from their minds and their hearts. Thus, one of the greatest and implicit lessons that kids learn in schools today is that they must sacrifice their privacy in order to participate in conventional, civic society.

The pandemic has only made the situation worse. At its beginnings, some schools relied on software to track students’ eye movements, ostensibly ensuring that kids were paying attention to the tasks at hand. Similarly, many schools required students to keep their cameras on during class time for similar purposes. These might be seen as in the best interests of students and their academic growth, but such practices are part of a larger (and usually more invisible) process of normalizing surveillance in the lives of youth today.

I am not suggesting that we completely reject all of the tools at our disposal – but I am urging for more caution. Even the seemingly benign resources we might use in our classrooms today come with tradeoffs. Every Wi-Fi-connected, “smart” device utilized in schools is an investment in time, money, and expertise in technology over teachers and the teaching profession.

Our focus on fixing or saving schools via digital tools assumes that the benefits and convenience that these invisible platforms offer are worth it.

But my ongoing exploration of how platforms reduce students to quantifiable data suggests that we are removing the innovation and imagination of students and teachers in the process.

Antero Garcia is associate professor of education in the Graduate School of Education .

In Their Own Words is a collaboration between the Stanford Public Humanities Initiative  and Stanford University Communications.

If you’re a Stanford faculty member (in any discipline or school) who is interested in writing an essay for this series, please reach out to Natalie Jabbar at [email protected] .

A Mixed Blessing? Students’ and Instructors’ Perspectives about Off-Task Technology Use in the Academic Classroom

• Elena Neiterman University of Waterloo
• Christine Zaza University of Waterloo

The widespread use of technological devices in an academic classroom brought with it many learning opportunities, but also posed a challenge of handling the off-task technology use in class. The literature on this topic is growing, but we still know relatively little about students’ and instructors’ perceptions regarding the off-task technology use in class. This paper addressed this gap by examining (1) how do students and instructors perceive technology in the classroom, and (2) who do they believe should be responsible for minimizing off-task technology use in class? Analyzing data from a mixed-method study with students and instructors in a Canadian university, we show that while students acknowledged that the off-task technology use can be distracting, they considered it a matter of personal autonomy, which can only be regulated when it creates distractions for others. The instructors had a more complex view and posed some challenging questions about the relationship between student engagement and technological distractions, the impact of technology on learning process, and the responsibility of educators in higher education. In conclusion, we reflect on some of the questions that ought to be considered when handling the off-task technology in an academic classroom.

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Embracing Artificial Intelligence in the Classroom

• Posted July 20, 2023
• By Elizabeth M. Ross
• Learning Design and Instruction
• Teachers and Teaching
• Technology and Media

Although there is a huge amount of interest in generative artificial intelligence (AI) in the consumer world, particularly since the release of OpenAI’s free ChatGPT program last November, in the hallowed halls of academia the response has been more wary. Concerns abound about academic integrity. There are also worries about how AI-generated content can be biased , inaccurate, and sometimes contain entirely false information, dubbed “hallucinations.”  

The cautious response is to be expected according to Houman Harouni , lecturer on education at the Harvard Graduate School of Education and a former elementary and high school teacher. He has compassion for educators trying to grapple with a rapidly shifting world shaped by machine learning.

“Technology creates a shock,” he explains. “This shock is sometimes of a magnitude that we cannot even understand it, in the same way that we still haven't absorbed the sharp shock of the mobile phone.”

Harouni has long wrestled with the impact of cutting-edge technology on education, including experimenting in his own classroom , and is convinced that when it comes to teaching  “the medium is part of the message.” He believes that getting school students and those in higher ed to engage with virtual worlds is essential. 

“Where we want to get to is a place where you’re dancing with it, dancing with robots,” he says.

If the idea of waltzing with a robot creates apprehension for educators, Harouni has some advice :

1) Stop pretending that it doesn’t exist

Educators must “help the next generation face the reality of the world and develop instruments and ways of navigating this reality with integrity,” Harouni says. Students are well aware that technologies such as ChatGPT exist and are already experimenting with them on their own, but they need guidance about how to use them responsibly.

Teacher education and professional development programs should not ignore generative artificial intelligence either. 

2) Use AI alongside your students

Engage with generative AI tools with your students in person, when possible. Otherwise, share AI-generated responses to questions during class time and ask students to consider them or have students experiment with the technology at home, document their experiences, and share them with the class. 

3) Teach students how to ask the ChatGPT tool questions 

“The educator's job is to understand what opportunities are left open beside the technology,” Harouni says. 

Teach students to do what artificial intelligence cannot do. For example, unlike robots, we can ask ourselves questions and that is what students need to be trained in: to know how to ask questions and to learn how to critique their own questions, frameworks, and the answers generated by AI, he says. 

Students can start with topics and questions that they are interested in and ask ChatGPT for answers, he suggests. The knack is then getting them excited about asking follow-up questions. Harouni uses a personal experience with his 10-year-old stepdaughter and his newborn baby to illustrate his point. When his stepdaughter asked him why he kept telling her to be careful with the baby, Harouni turned to ChatGPT to help her to get to the bottom of her question. 

“My creativity as the teacher or the parent at that moment is to say, ‘What is it that you're really trying to ask? What is it that you really want to know?’”

While ChatGPT churned out a “whole bunch of answers about the fragility of the baby,” with some patience, Harouni helped his stepdaughter discover the question that she truly wanted to ask which was what she could safely do with the new baby. “At the moment that the exploration [with AI] ends with the answer, you know that your work as a teacher begins,” he explains.

4) Use generative AI tools to spark the imagination 

One frequent concern about generative artificial intelligence is that students will use it to cheat and avoid the hard work of thinking for themselves, but Harouni says that tools like ChatGPT should really challenge teachers and professors to reassess the assignments they give their students. 

“You have to stop thinking that you can teach exactly the way you used to teach when the basic medium has changed,” he explains. If students can turn to ChatGPT or other AI language models for quick and easy answers then there is a problem with the lesson, Harouni believes.

“We have to create assignments that push [students] to the point where they have to question what is the framework that is being used here and what would it mean for me to radically change this framework,” he says.

Harouni recently wrote about how he used ChatGPT to spur higher-level thinking among his students at HGSE when he presented them with a challenging case study that had no easy solutions. The students’ initial responses were no better than the chatbot’s ideas. Instead “it was after ChatGPT reflected to the students their failure of imagination that they could begin to think of options that they, or any automatic language scrawler, would not have readily reached for,” he explained in a co-authored article for Wired .  

Additional Resources:

• "ChatGPT Is Unoriginal — and Exactly What Humans Need" by Houman Harouni and Dana Karout
• Harvard EdCast: Educating in a World of Artificial Intelligence
• Students: AI is Part of Your World
• Sal Khan on Innovations in the Classroom

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Home — Essay Samples — Information Science and Technology — Cell Phones — Argumentative Essay On Cell Phones In School

Argumentative Essay on Cell Phones in School

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EssayGPT is the most comprehensive AI essay-writing solution

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