Computers: The New Process of Learning

It is impossible to deny that computers have a large presence in our world today. As computer technology advances, our uses for these computers increase as well. One of the most controversial implementations of these devices is in the classroom. Some argue that they do not belong in the classroom, as children have been educated long before their existence. However, others argue that the introduction of computer technology to classrooms is making students smarter, exposing them to a wide source of knowledge, and allowing them to discuss higher concepts that would otherwise be difficult to understand without computer assistance. Research shows that computers have increased the quality of learning by increasing the accessibility of information, removing language barriers from education, and lastly allowing students to control the learning experience. Those opposed to the implementation of these technologies in classrooms claim that they are actually destructive to the learning experience. They claim that the reliance on these computers is decreasing the critical thinking skills of the individuals. Naysayers argue that these unnatural devices are actually disrupting the natural process of brain development and cognitive

Poonawala 2 thought. While there is some validity to this argument, research has proved that these mental effects have nothing to do with computers themselves, but prior social training and a lack of social experience. According to a study conducted by Mants Lindhal and AnneMarie Folkesson on the effects of computers on preschool aged children: once children had reached a basic level of social knowledge, they did not suffer from social, mental effects (Lindhal & Folkesson).

Therefore, it was rare that children would encounter these side-effects at all, and chances of experiencing them became even rarer as they grew older. On the flip side, the same study revealed that the majority of children exposed to computers in the classroom actually had an enhanced level of interaction with their peers when it came to coursework. They were more likely to discuss problems and share their interpretation of the material (Lindhal). This is because their learning wasnt an on-rails guided experience, but rather a self-driven one. As a result, they were more likely to share how they viewed the material and how they were able to understand it. One of the most important ways computers have changed the face of education is through accessibility. Seemingly endless lists of credible sources of information are now available at our fingertips. Although, with this credible information comes hordes of information that is anything but credible. However, this doesnt devalue the fact that there is still masses of legitimate information. Students are no longer limited to a single textbook. A book that may be outdated, or incomprehensible to some. The same information is available in a variety of formats thanks to computers. Students can learn about certain subjects with less bias than before since they are presented with a variety of different approaches. Exposure to variety in thought, fosters

Poonawala 3 the idea of thinking outside of the box. There is more than one way to solve a problem. There are different views to issues. It essentially removes the idea of linear thought that was assumed before these students had access to the information that proved learning was non-linear. Another way computers have significantly changed learning is by removing the barriers of language. Before the existence of computers, knowledge could only exist in the language of

the educated. This was especially the case in third world countries, where information was not translated quickly enough. However, thanks to computers, knowledge could be translated quickly and efficiently. The computer has essentially allowed the spread of knowledge to be effortless. Why is this relevant to classroom learning? The answer is that is has changed the way that children in poorer countries are educated. Materials published in English dont have to be republished in the foreign language, a lengthy and expensive process. While this may seem like an insignificant effect, it has made a significant impact on education in these third world countries. Aside from removing language barriers, computers have also changed the way of learning in developing countries in a variety of other ways. First and foremost, computing is a cost-effective way to educate. Most of the savings come in the form of reduced training costs. Teachers in third world countries dont need to be thoroughly trained in the subject matter, they simply need to know how to operate the technology, through with educators can communicate to the students across borders (Kelley). E-learning allows students broader access to educational materials without the high-cost associated with physical learning texts. According to a price estimate conducted by iSchool, an Africa based company that focuses on e-learning, the Poonawala 4 implementation of a tablet based education system would only cost 1$ per student per month (Fox). This would be significantly cheaper than the costs associated with teaching a foreign workforce. Other studies have found that there is a link between those who are proficient with mobile devices and literacy. In an interview with the Guardian, Duncan Clark, founder of the Epic Group (an organization that provides e-learning technologies globally), claims:

Mobile technology has produced a renaissance of reading and writing among young people across the world. [Mobile phones] will, I think, be the single most important factor in increasing literacy on the planet. Why? Every child is massively motivated to learn to text, post and message on mobiles. The evidence shows that they become obsessive readers and writers through mobile devices. Texting is a significant form of literacy, introduced by youngsters, on their own, spontaneously, rapidly and without tuition (Guardian). While this form of learning may not seem educational in the traditional sense, it has still been able to increase literacy in areas where said traditional methods have simply failed. In a study conducted to determine the link between literacy and texting, 63 children aged 8-12 were tested on how frequently they texted and how this affected their literacy The researchers noted the children have the freedom to play with the construction of language that they are learning about at school (Plester, Wood & Bowyer). They came to the conclusion that childrens use of this technology appears to have a positive impact on their developing literacy, as it provides children with an additional resource for learning about and experimenting with letter-sound correspondences and language (Plester, Wood & Bowyer). In essence, these children were able Poonawala 5 to learn without actually realizing that they were learning. This is the key difference from learning methods of the past. Unfortunately, learning has received many negative connotations. Many students think of the learning process as a chore or uninteresting. However, what if we were able to teach these students without them realizing they were learning because they were so

heavily engrossed in the learning experience. Computers have provided us with a way to reach this ideal situation. It has added a level of fun to certain learning situations that make learning a smooth process rather than a tiresome one. Perhaps the most significant, positive effect of using computers in a learning environment is the freedom. The ability for students to control their own learning experiences. For the longest time, learning has been determined for us. There is a predestined track that is supposed to serve as a standard for a large group of students. However, what if this isnt the best way to learn. With computer based, self-driven learning we are finally giving students a choice. They can learn about whatever interests them from anywhere that they have access to a computer. Dr. Sugata Mitra decided to test if children could really teach themselves using computers alone. He installed a computer with internet access into a wall in a very rural part of India. He wondered how children with little or no computer experience would react to the kiosk he set up. The results were astonishing. Many of the children had self-educated and taught themselves how to use the computer. However, the interesting part was how each of them used it. They all used the computers for different reasons. Some used the computer to create art, others used it to record music, and some even created their own web pages. This was all done Poonawala 6 with no instruction (Mitra). Dr. Mitra found that the children were able to discover their passions through self-driven learning, and further pursue these passions. There was no set path that told them what they had to learn, and what they should understand. They were simply able to learn about what they loved all on their own, thanks to the help of self-driven computer learning.

Despite the controversy that exists when it comes to implementing computers in learning; the positive effects certainly outweigh the negative. Computers are accessible and allow access to a variety of information. They remove the barriers of language from knowledge, allowing knowledge to travel faster and more efficiently. Lastly, it gives students freedom of learning; the ability to pursue their academic passions earlier. For these reasons, I strongly advocate the use of Computers in learning environments. They have already revolutionized education and will only continue to do so.

Bibliography

Fischer, Herv. Digital Shock: Confronting the New Reality. Montreal: McGill-Queen's UP, 2006. Print. Fox, Zoe. "Http://mashable.com/2013/08/07/ischool/." Mashable. N.p., n.d. Web. 15 Oct. 2013.

Rosenberg, Richard S. The Social Impact of Computers. San Diego, Calif. [u. A.: Academic, 1997. Print. Lindhal, Mants G., and Anne-Mari Folkesson. "Can We Let Computers Change Practice? Educators Interpretations of Preschool Tradition." Computers in Human Behavior28.5 (2012): 1728-737. Print. Kelley, Annie. "Technology Can Empower Children in Developing Countries." Guardian. Guardian, n.d. Web. 7 Oct. 2013. Mitra, Sugata. "Minimally Invasive Education for Mass Computer Literacy." Thesis. IIT, n.d. Web. Wood, C., Plester, B., & Bowyer, S. (2008). A Cross-Lagged Longitudinal Study of Text Messaging and Its Impact on Literacy Skills: Preliminary Results. Poster Presented at the British Psychological Society Developmental Section Conference, Oxford Brookes University, September 2008.