CombatingOverdependence on Technology
Theover-reliance on technology by students brings about a couple ofdetrimental results to slow the learning process of the students. Theover-reliance on technology affects the full ability of the teachersto educate the affected students competently. The latter would ratherprefer technological provisions to listening to the words of theteacher. The detrimental effects lead to the deteriorating nature ofthe education path despite the immense praise for the adaptability oftechnology in the classroom by various education policy makers. Thefollowing paper aims to explore certain ways through which teachersmay combat the detrimental effects of the huge overdependence oftechnology by their students.
The teachers should raise a forum to help the students to truststheir judgment. Such forums boost the confidence of the students intheir judgment and ability to solve problems. It will help greatly toreduce the constant reference to the technology even with thesimplest of decisions on the education path.
Also, eradicating any clinginess in the classroom for any particularstudent. The achievement is from the teachers lowering themselves tothe level that any learner can ask them a question, as they are notshy to ask, or too afraid to confront the teacher with a question(Rogers, 2010). The clinginess leads the students to lock themselveson technological provisions since they feel there is no one they canapproach with a problem and get the appropriate help.
Assigning students to discussion groups study mentors, peer teachersamong other self-participatory increasing awareness forums for thestudents. Assigning the over dependent students to stable studentswho work their way out problems in class without direct reference tothe technological provision teachers the students on various ways toreduce their problem (Rogers, 2010). The guidance from their peersboosts their self-reliance. It ensures the students have a guide tolead them to a correct decision and additionally trains them to makea correct decision without the influence of a technology device forreference.
Rogersexpounds that the teachers may also require the students to moderatethe questions they ask in class (2010). The students feeling insecureabout their arguments such that they have to seek up answers on theinternet tend to seek reassurance from their teachers by questioningthe teacher at each turn. Limiting their ability to manipulate theteacher may aid the whole class and those under the reliance ontechnology. Asking on the ideas from the students about the questionthey ask requires the students first to work out on a problem forsome time before asking any questions.
In conclusion, the adverse effects of losing the ability to thinkindependently, to the devastating effects of memory loss, loneliness,and mood disorders could all have a preventative measure if theteachers follow the guides above. The guides aim to work on improvingthe self-belief and confidence to students to answer any question,and to interact freely with the teachers.
Rogers,L. H. (2010). Betrayed:How the education establishment has betrayed America and what you cando about it.Lanham: Rowman & Littlefield Education.