MD4058 Comparison Essay Assignment Sample
Here’s the best sample of MD4058 Comparison Essay Assignment, written by the expert.
Introduction
Technology has become an indispensable tool in every aspect of human life and no life and no less when it comes to education. The passed education system included blackboard, pencils, and pens as the basis requirements which has now being to a wide degree replaced by technological equipments like projectors, smartphones, tablets and laptops etc. There have been various contradictions when it comes to student’s communication skills being hampered by technology which is not true but still relevant to some degree and it goes down to the old saying “ everything has its positive and negative impact”. One needs to be wise in each approach.
Comparison
Both studies showed that students’ usage of technology in the classroom was statistically significant. Marie Elaine Gioiosa(2019) and Katherine Kinkela were the first to recognise the need of evaluating the use of technology in diverse investigations. According to Dr. Jared Keengwe’s (2017)research, technology may operate as a catalyst for change in classroom practises by introducing a novel departure, a shift in the environment that stimulates new ways of working. It is anticipated that conventional teaching methods will be phased out in favour of a set of more dynamic learning activities that allow students to build on existing knowledge. Surveys were utilised to collect data in both studies. Jared Keengwe utilised questionnaires to obtain information about the students, while Marie Elaine Gioiosa and Katherine Kinkela employed surveys to ascertain how students use technology and their verbal communication abilities.
On the other side, Keengwe(2007)discovered that students were tested utilising technology in a number of areas and were also trained to prioritise oral communication over written communication. Businesses are more interested in hiring individuals with great oral communication abilities after graduation. As previously reported by Siriwardane in this context, the oral and written communication abilities of accounting students were found to be comparable to those of practising accountants. Throughout this study, technology and oral communication skills were used in the classroom to assist students in learning about the topic and communicating their perspectives on it. Along with recognising the value of classroom technology, Jared Keengwe’s research revealed that a teacher is required to aid students in more successfully using the different technologies accessible to them. In a number of studies on the usefulness of technology in schools, including one they conducted, researchers discovered evidence that technology is altering the way teachers teach their students. Despite the ease with which faculty members may use technology, it seems as if faculty members are not using it to enhance student learning.
According to Cakiroglu (2014), making extensive use of the Internet in educational contexts gives additional opportunity for students and teachers to share their knowledge and collaborate on projects. This is because the Internet allows for greater accessibility. The rise in popularity of remote learning environments across the globe can be attributed, in part, to the proliferation of various forms of technology, including videoconferencing, videotapes, satellite broadcast, television broadcast, the Internet, virtual classrooms, and other forms of online education. Virtual classrooms are one example of an additional type of technology that has had a role in the development of this trend (Keengwe,2007). Traditional classrooms and synchronous environments, of which virtual classrooms make up a significant portion, have a considerable number of characteristics in common with one another (Keengwe,2007). They refer to it as a “electronic classroom,” and it can be adapted to match your needs in terms of the content being taught, the size of the class, and the place at which it is held (Keengwe,2007). This phenomena is referred to as “virtual” due to the fact that “it may release the geographic limitations (users in various locations, however far about) and the temporal constraints (users engaged across time via asynchronous communications),” as well as “it can relax the physical limitations”
The following is a list of the most important goals that this study aims to achieve: One of the goals is to conduct a survey in which students and teachers alike are questioned regarding their experiences with English for Speakers of Other Languages (EFL) classes that are delivered over the internet. The second objective is to determine whether or not the use of virtual classrooms is beneficial in terms of developing enhanced inter-personal communication and whether or not this is one of the potential outcomes. In order to reach this goal, we will accomplish this by gathering the perspectives, not only of the teachers, but also of the students. The third objective is to make some recommendations regarding different sorts of educational programmes that can be finished on the internet. Given the purpose of the get-together, it was not surprising that the event was hosted by the English Department at King Khalid University.
When we refer to “communication skills” in this setting, what we truly mean is the capacity for a teacher and a student to share information that can be digitally transmitted to one another. This is what we mean when we talk about “communication skills”. In online classes, the vast majority of a range of different kinds of interactions take place on a consistent basis. These interactions can take many forms. Learner-content interaction, in which students gain knowledge from the course material; learner-learner communication, in which students share knowledge and receive feedback from the instructor; and learner-instructor communication, in which the instructor provides insight into and responds to student understanding and performance. Learners gain knowledge from the course material. Learners communicate with one another. Knowledge is gained by learners as a result of the content covered in the course. Learners interact with one another in conversation. The information that students obtain comes from the content that is covered in the course. Communication amongst the several students who are learning. The students in the class share their areas of expertise with one another and listen to the instructor’s feedback(Keengwe,2007).
Today’s society is increasingly reliant on technology, whether in educational institutions, commercial offices, or a variety of other industries. It is the teacher’s responsibility to evaluate when technology is appropriate for use in the classroom and when it is not. For instance, it is quite difficult for a learner to understand even the most elementary concepts of mathematics just via the use of technology. A balance must be struck between the use of technology and traditional teaching techniques such as pencil, pen, books, and blackboard. It is totally the teacher’s or instructor’s responsibility. Numerous disciplines and information may be transmitted to learners through technology, enabling them to widen their thinking and put the whole world into perspective.
Conclusion
No matter how fast and advanced the world has progressed there is always a room for improvement and the use of blackboard, pencils, pens cannot be dismissed , however, bringing in technology only adds weight to the educational infrastructure and educational system as a whole. Communication also plays a vital role for students in educational as well as professional life. While communicating one should keep in mind in knowing the audience that is how to communicate with them by preparing before speaking to make improvement and have clear objectives. Having a good communication skills professionally can help improve the working environment, bride the gap between employees and help create boundaries.
References
Keengwe, J., 2007. Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education: Research, 6(1), pp.169-180.
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