Eng writting111

The revised draft (RD2) is the culminating assignment of our second module, M2 Eyes of the Unseen. This assignment asks you to you to utilize all of the work done with module assignments, class discussions, peer review workshop, and drafting to revise your WD2 into a strong central claim-driven argument and subclaim-driven analysis. Keep in mind that this RD2 will be evaluated according to the “Student Writing Assessment” criteria found at the bottom of our syllabus. The RD2 is due by 11:59pm on Tuesday 3/26. 

Requirements

This revised draft must be a minimum of 1500 (min.) – 1800 (max.) words in length, not including the Works Cited. Please do not include the “Workshop Notes” from your WD2 in this revised draft.
Be sure to review the Essay Format Guidelines in the “Course Documents” module so that you understand how to properly format your essay; also, utilize all of the worksheets you feel necessary to help you with revising your draft in the “Course Documents” module.
The Central Claim should address what you feel is the overall message is of your documentary film/program about a specific social issue, whether or not you think that message is effective (or not) in terms of inspiring social change, and what the social significance is of that message.   
Subclaims should be based on how your selected documentary film/program is using different filmic elements to create that particular message through varying effects on the viewer (see Documentary Film Elements in the “Course Documents” module).
Include at least two quotes (no more than two sentences each) from at least two outside sources and be sure to utilize a MLA in-text citation and Works Cited for that source (or any sources used). Make sure that one of these outside sources is an academic/peer-reviewed source (see MLA Citations in the “Course Documents” module).  

Note that film titles should be in italics and you should include a Works Cited citation of your film in your Works Cited.

Impacts of Technology in Classrooms

In the last four decades, continuous research has been conducted on the impacts of technology in the lives of people. While no consensus has been reached, it may be argued that in many aspects of society, technology has both positive and negative impacts. Educational institutions have embraced technology to some extent in the management of the academic load of both the teachers and the students. According to a 2012 study, students are more engaged when technology is involved in their education process which results in improved retention of the learned information (Page). Other studies argue that more harm has resulted from the adoption of technology. While this article hypothesizes that technology in education is advantageous as it empowers all individuals involved in the learning process, the paper will address some of the aspects highlighted regarding the adoption and use of technology.
The adoption of technology in education has eased learning for individuals who opt for long distance learning. While enrollment to distance learning programs was available, the process of learning was challenging. The challenge arose due to the method through which one had to undergo. After enrollment, the student would receive literature material via mail and would have to complete the required coursework and mail it back to the relevant instructor. In general, the process was tedious. In the present, students can take the courses more conveniently through the internet (Page). The students are thus able to qualify in their respective courses as they have easier access to instructors and other materials. Technology has therefore eased access for working individuals to educational institutions.
Technology use by students poses a threat to the wellbeing of the students as it is prone to misuse. The misuse arises due to the internet as a resource being an avenue to all forms and manner of information. Some learners have been noted to take advantage of the availability and engage in online sexual consumption such as pornography and sex-oriented chats. The behavior has been identified to occur mostly when the learners are provided with unsupervised internet access. The indulgence has been determined to have a psychological impact that might require counseling to manage. Instances where it has not been managed result in deviant behaviors from the individuals in the future. The threat posed by the internet in this regard is best managed by monitoring and restricting the use of the internet.
Technology may be leveraged to make learning fun. In the past, students had to attend classes that may have lasted up to three hours. Research on the human attention span shows that effective concentration spans are approximately half an hour long. The impact of the long classes on the short attention span is less attention is paid thus less retention of learned material (Inan and Lowther). The inclusion of technology allows for breaks in between classes that do not require the students to alter their location physically. Technology use on its own has been deemed more interesting. Teachers have also been noted to include games in both their learning processes and during the in-session breaks. The result is that the students’ minds become clearer and are therefore able to concentrate for longer.
Technology has been noted to alter the thought process of individuals. In an age where around a third of toddlers know how to use a mobile phone, the negative impacts of mobile use are becoming more evident. It has been noted that technological devices have a detrimental impact on the brains of people as over-dependence on the devices results in lower mental activity capacity. An instance of this is when an individual would rather search for the solution to a problem on the internet rather than attempt to solve it by thinking critically. The main logic behind the over-reliance on technology is the notion of economizing the use of time. As individuals refer more to the internet, they miss out on opportunities that would be noted by the use of their imaginations.
Technology provides a platform for interaction between different stakeholders in the education process such as the teachers and the learners at various levels. In the past, teachers had difficulty in helping students apply the concepts they were taught either individually or in groups. With the use of technology, several platforms for the application of different concepts that promote learning have been developed (Shapley et al.). Technology also occupies a significant role in the lives of students as they encounter it both in and out of school sessions. It provides access to information alongside the literature material they require. The teachers are therefore responsible for equipping the students with the necessary skills to perform in the current age which is further enabled by platforms that allow for group interactions such as social media.
Technology poses the threat of increased errors being made by the students as communication between the teachers and the students decrease. The communication breakdown is increased by the teachers providing links to materials where the students may get help rather than helping the students or attending classes (Inan and Lowther). The students, therefore, opt out of attending classes in person as they are certain they will access all the necessary information on the internet faster. While the internet contains information, it may require clarification or correction from the teachers. As the process of obtaining information becomes more tedious for the students since they have to wait or the teacher to correct them, it would be much easier if the teacher gave the correct information to the class then the student research on additional information.
Technology use in education allows for self-paced learning. Self-paced learning leverages the different strengths and characteristics of individual students. The different characteristics are a factor that is considered when the compilation of school activities occurs. Students in educational institutions are therefore in a position to identify and maximize their development (Inan and Lowther). Most of the applications in technological tools allow for individual control by taking customized instructions. The ability allows for students with varying abilities and characteristics to learn and understand at their own pace. Both the teachers and the students benefit greatly from the functionality as they are allowed time to work in one-on-one situations resulting in specialized study sessions. 
As noted in the above argument, technology may be considered dual edged with both positive and negative implications when used. It would therefore not be advisable to cut off technology completely but rather use it in moderation. Both teachers and students may cooperate to obtain the most benefits from technology with minimal repercussions from the negative attributes of technology use. As noted in the argument, while the negatives are existent, they are manageable by the use of mitigating measures. The measures include monitoring the use of technology by the students. Monitoring ensures proper use of technology by the students and results in a preventative system of control. The teachers taking responsibility for the internet use of the students in their classes. This may be achieved by the institution providing internet access to the students with the teachers being in a position to monitor the destination of the student’s traffic and restricting access to specific parts also ads in the process. The people in charge of the students should strive to keep up to date with the technology to proactively recognize any problems that may arise and be in a position to effectively handle it. By application of the measures, technology becomes more of an advantage and the risks posed are minimized.
Works Cited
Inan, F. A. and D. L. Lowther. “Factors affecting technology integration in K-12 classrooms: A path model.” Educational Technology Research and Development 58.2 (2010): 137-154.
Page, M. S. “Technology-enriched classrooms: Effects on students of low socioeconomic status.” Journal of research on technology in education 34.4 (2012): 389-409.
Shapley, K. and et al. “Effects of technology immersion on middle school students’ learning opportunities and achievement.” The Journal of Educational Research (2011): 299 – 315.