My EME 2040 blog
Sunday, September 11, 2016
Digital Blog Post #B - Chapter 2
More teachers today, then every before are motivating and engaging their students thru technology
devices. Educators are using online videos and other digital content to enhance the development of
their lesson plans (Maloy, Robert,. 27). Most students are disengaged at every grade level. The main
cause of this problem, students are bored and are not participating. Not only are teachers dealing with
the lack of classroom participation they are also dealing with homework participation. An on going
High School Survey reported by Indiana University, indicated that over half of high school students
spend four hours a week or less doing homework (Maloy, Robert, p 28) Students are bored with
school because they want instant gratification. Outside of school their life is on speed dial an in
school they feel that their life is in slow motion (Marquise, J, Ph.D 2011). With that being said, let’s
step back and look to their future. Will every student have a job where they sit at a computer all day
or can be on Facebook, Twitter or a cell phone every five minutes. Living in the real world the answer
is “No”. I for one, worry about about high school students coming out of school. The majority of
students have a rude awakening entering the job market and/or college. Employers could care less if
you are engaged in your work, if not you are fired. College professors also do not care if you are
engaged or if you do your work. Plain and simple you fail, teachers are no longer a baby sitter.
Lack of technology access, for teacher and students is a huge barrier in the classroom for most
schools. The percentage of a school that does have wireless network access is only 39 percent for the
whole school (Cohen,P. and Livingston J 2013). Kindergarten through 12th grade seems to left out
when it comes to technology in the classroom. The textbook states “in many schools the technology
infrastructure remains locked in the past” The textbook also mentioned educational budgets have
declined, which in turn has caused schools to back off on technology goals for their school (Maloy,
Robert, 31). Both of these statements are especially true in rural areas. Some schools have hardly
cracked the door on technology and it is not because they do not want to; the money is not there.
Even though, teachers cannot connect to the internet at school, they most likely can at home.
Teachers can download information, create a Power-Point presentation and add pictures (Maloy,
Robert, p 32). I know a lot about computers and technology, but do I know it all, “No”.
I am, what the textbook calls a “digital Native”. According to the textbook the average college
graduate has spent 10,000 hours playing video-games, 20,000 hours watching television but only
5,000 hours reading (Maloy, Robert, 38). Now, the average digital immigrant would say “that is too
many hours playing video games”. Surprise, playing video games do have benefits. Digital
immigrants think video games are violent with no purpose. Even though the same thing can be said
about television. Research has discovered that video games are not as bad as originally thought. They
are actually good for both the old and young to play. Video games can enhance memory and social
skills, just to name a few (Marsh, C.). I for one would not let young children play violent video
games, as they are not suitable for the young. There are games children can play that will improve
their: hand-eye coordination, problem-solving skills, quick thinking, fast decisions making and quick
reflexes. A lot of games require reading which will improve reading skills.
As shown above, teachers are finding it difficult to keep students motivated and engaged during class
because they are bored with the lack of technology in the classroom. Growing up in technology, these
same students are now called, “digital Native”. They want instant gratification in school as they
have found on the internet and playing video games.
References
Marsh, C. (N/A) Studies Show That Video Games Are Actually Good For US. Retrieved September
Marquise, J, Ph.D ( 2011, December 6). Instant Gratification and Education: Strange Bedfellows?.
Retrieved September 10, 2016, from
Cohen,P. and Livingston J (2013, November 13). More Than Half of U.S Public School Don’t Have
Adequate Wireless Access. Retrieved September 10, 2016, form
Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park
(2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson
Education, Inc.
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