The main focus of this paper will be on examining the approach to learning where technology and “screens” are used in the learning processes. This paper will examine and review research on the multiple perspectives that exist about the use of technology and screens in learning, presenting a detailed analysis of the various arguments for and against the idea. It will also examine the available research and determine its quality.
Table of Contents
1. Abstract
2. The Use of Technology and "Screens" in Learning
3. Multiple Perspectives
4. Quality of Available Research Being Used to Support the Debate on the Use of Technology and "Screens" in Learning
5. Conclusion
Objectives and Topics
The primary objective of this paper is to examine and review the multiple perspectives surrounding the integration of technology and screens in educational processes, analyzing both the supportive arguments and opposing concerns while evaluating the quality of the underlying research.
- Arguments and benefits supporting the use of technology and screens in modern learning environments
- Potential negative health, cognitive, and academic impacts associated with excessive screen time
- Methodological evaluation and quality assessment of existing academic literature on educational technology
- Exploration of mobile-assisted language learning, social media integration, and digital fatigue
- Strategies to maximize educational benefits while minimizing negative impacts and addiction risks
Excerpt from the Book
Multiple Perspectives
There exist different perspectives concerning this topic in that while some argue in support of the use of technology and screens in learning, others present opposing opinions. Research by Jeong (2022) presents findings in support of the use of technology and screens in learning stating that the learning technologies, particularly mobile-assisted language learning technologies promote sustainable self-directed learning. This is because it encourages learning beyond the classroom environment without necessarily needing the direction of the educator hence promoting effective self-learning. Further research by Prasetyawati and Ardi (2020) presents the argument in support of the use of technology in learning by stating that social media platforms such as Instagram can facilitate collaboration and interaction between students by creating a new learning environment that helps them choose their style of learning. Chen et al (2020) also support the use of technology and screens in learning by stating that it facilitates effective and efficient reviewing and grading of students by educators while also helping personalize and customize the curriculum to be in line with the specific needs of the students in the learning processes.
On the other hand, some opposers of the use of technology and screens in learning argue that the use of technology, particularly too much screen time can potentially have negative health outcomes on children, affecting their cognitive, physical, emotional, and social well-being, decreasing their academic performance (Melo et al., 2020). As such the authors propose that researchers should focus on establishing ways through which the negative outcomes like addiction associated with too much screen time can be addressed to help maximize the benefits that may come with using screens for learning. Alisherovna (2023) highlights digital fatigue as one of the major problems associated with too much screen time and when used in learning it means that the learners will spend most of their learning time, including personal studying time on their screens, influenced by the addictive nature of the devices they use, hence resulting to negative health outcomes and sometimes poor academic performance.
Summary of Chapters
Abstract: Provides a concise overview of the paper's focus on examining technology and screens in learning through a review of diverse perspectives and research quality.
The Use of Technology and "Screens" in Learning: Introduces the growing significance of educational technology in fostering virtual learning, enhanced communication, and global student collaboration.
Multiple Perspectives: Details the ongoing debate by contrasting supportive findings on self-directed learning and collaboration with opposing views regarding screen addiction and digital fatigue.
Quality of Available Research Being Used to Support the Debate on the Use of Technology and "Screens" in Learning: Critically evaluates the academic rigor, qualitative methodologies, and evidentiary value of studies supporting and opposing educational technology.
Conclusion: Synthesizes the main arguments from both sides of the debate and highlights the necessity of balancing technological benefits with the mitigation of health and academic risks.
Keywords
Educational technology, screens in learning, mobile-assisted language learning, digital fatigue, screen time, academic performance, student engagement, self-directed learning, research quality, educational methodologies, virtual learning, learning outcomes
Frequently Asked Questions
What is the core subject of this academic paper?
The paper fundamentally examines the role of technology and screens in educational processes, analyzing how digital tools impact modern learning environments.
What are the central thematic fields explored in the text?
The central themes include the benefits of mobile and social media learning technologies, the negative health and academic consequences of excessive screen time, and the methodological quality of supporting literature.
What is the primary research question or objective?
The primary objective is to investigate the multiple perspectives surrounding educational technology and to determine the nature and quality of the research used in the ongoing debate.
What scientific methods are primarily utilized in the reviewed studies?
The paper predominantly reviews qualitative research designs, exploratory studies, literature reviews, and pedagogical evaluations conducted within actual classroom and learning environments.
What core topics are addressed in the main body of the work?
The main body details arguments for technology-enhanced collaboration and personalized grading alongside arguments against digital fatigue, screen addiction, and theoretical limitations in opposing literature.
Which keywords best characterize the publication?
Key terms include educational technology, screens in learning, mobile-assisted language learning, digital fatigue, screen time, and academic performance.
How do proponents justify the integration of screens in education?
Proponents argue that mobile-assisted learning and social media platforms promote sustainable self-directed learning, enhance student collaboration, and allow educators to efficiently personalize curricula.
What are the primary arguments raised by critics of screen-based learning?
Critics highlight risks such as negative physical and mental health outcomes, digital fatigue, device addiction, and potential decreases in overall academic performance.
How does the author evaluate the quality of research opposing technology use?
The paper notes that some opposing articles are primarily theoretical editorials relying on existing literature without conducting original empirical studies or establishing concrete study samples.
What recommendation do researchers propose regarding future screen use in learning?
Researchers suggest focusing on strategies that leverage technological benefits while actively minimizing negative impacts and addressing addiction risks associated with excessive screen time.
- Quote paper
- DEGREE BUSOLO (Author), The Use of Technology And Screens in Learning, Munich, GRIN Verlag, https://www.grin.com/document/1684084
