Technology Cannot Replace Human Interaction in Public School System

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Technology Cannot Replace Human Interaction In our Public School System. Carolyn Mapp
SOC120: Introduction to Ethics & Social Responsibility
Instructor: Thomas Reeder

December 3, 2012

Global technological learning is restructuring and reorganizing the interacting communication skills between teachers and students. The extreme advancement of technology is causing teaching techniques to move away from the face-to-face relationship to a broader student-directed computerized system. Machines such as computers and digital software knowledge sever the human intimacy connection. This duel union between teacher and student fosters communication skills, mutual understanding, and a sense of compassion. Both student and teacher form a bond through the relationship when entering into a school environment. For the same reason, technology is at the forefront of our nation. Our children need to learn appropriate technological knowledge from skillfully trained teachers who facilitate guidance, spark creative potential and foster self-directed learning. Children have become technological wizards by using various computerized and digital communicators outside of the classroom. “According to recent surveys by the Pew Research Center Internet & American Life Project, 95 percent of all teens (ages 12–17) use the Internet on a regular basis, 80 percent of them use social networking sites, and 75 percent have cell phones. With these numbers growing steadily, Internet and cell phone access by young people in their lives outside of school is rapidly approaching the point at which it might be viewed as nearly universal,” (Jenkins, H., 2012). In this respect, I question, is technology replacing human interaction between teachers and students in our public school system? Alternatively, are we as an educational system utilizing the vast potential of our children’s knowledge of technological communication to guide them toward quality educational advancement? Traditionally, teachers have been the instructional motivators for children. Teacher-directed learning is no longer conducive. Technology leads the way for collaborative resources that enhance the education of both parties. “With online learning being as widespread as it is, however, as many as one in three academic leaders consider it inferior to face-to-face instruction.” (Brentson, D., 2011). The long-term goal of educating children is to empower self-motivation, problem solving and independence. Technological devices in the public school system are limited to students and teachers. For example, if one computer is to facilitate twenty students how does its availability compensate the educational needs of the greater amount? If on the other hand, all students are using a computer, the teacher adjusts to assisting their students to be more self-directed oppose to teacher-directed. The availability of teacher training in technology within the classroom is widespread throughout the nation. “As students become more self-directed, teachers who are not accustomed to acting as facilitators or coaches may not understand how technology can be used as part of activities that are not teacher-directed, “(Rodriguez, G., & Knuth, R. 2000). Qualified professional educators will have a willingness to achieve the needed instructional information that would promote technical activities that stimulate the minds of our children. They would also, instill ethical and moral standards of conducting one’s self while using technical devices. The wide range of internet usage by children outside of the classroom, children need the monitoring and guidance from professional educators to utilize equipment towards educational and skillful innovations. "Teacher quality is the factor that matters most for student learning," (Rodriguez, G., & Knuth, R. 2000). Teachers empower inner self-motivation, self-determination, skills and...
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