Category Archives: Weekly reflection

Online education is detrimental to the social and academic development of children.

In-person Learning
Online Education


As I listened to both arguments, one aspect that struck me from the topic was the emphasis on “children’s social and academic development.” In an academic setting, simply playing and socializing with other children can increase a child’s self-confidence, and social skills, and, in turn, boost their academic achievement. One of the ways to enhance learning is through social development. Tracy mentioned the “age factor” in the breakout room, and I believe it is neither recommended nor feasible for children under 8 years of age to have the learning delivered online.

  1. Being the most important stage where maximum brain development occurs, too much screen time can be detrimental to a child’s overall well-being.
  2. Children need to explore, use their visual, auditory, and kinesthetic senses, and engage with different materials to gain skills (holistic development).

Recommended for children ages 8 and 13 for the following reasons:

  1. Learning to be independent
  2. More resources and greater flexibility
  3. Easy access etc.

Despite these benefits, they can experience distinctly less peer interaction, potentially leading to poorer social skills and development. Overall, If all the benefits of online education focus on high achievement, social development may just simply follow along.

My view

Educators and schools have a responsibility to help students develop a digital footprint

It was interesting as I got to debate this topic in Monday’s class. While Kimberly and Gertrude debated the “against” side of the statement, Rae and I discussed the “agree” side. It was a great opportunity to hear the opposing viewpoint and pick up new information. We found a lot of evidence that shows educators have a responsibility to help students develop their digital footprint. What will it mean when a student’s bad choices and mistakes are forever immortalized online? Concerns have been raised about their ability to understand the long-term repercussions of their online activity and cope with the increasing danger of hazards (invasion of privacy, identity theft, cyberbullying, etc.). Students are digital natives, but they are also digitally naive, and this is where educators have a responsibility to act on this generalized idea that students have to suffer without adequate reactive and preventive strategies to reduce the rate of social media hazards. Ultimately, being online is more like stepping out every morning and is fraught with danger. The ability to manage risk to the best of one’s ability requires awareness, knowledge, skill, and good judgment.

Upon further research, the challenges facing students in an increasingly digital world and the roles that teachers and schools can impact were explained well in Alec Couros TedTalk

Since there is so much for students to learn and understand about the internet, it essentially comes down to digital citizenship. If students are not made aware of the etiquette, literacy, rights and responsibility, law, and security that come along with having an online presence, they may easily get wrapped up in the negative aspects that are available to swallow them up. They need support to steer themselves in the right direction as well as assistance to avoid obstacles. What is inevitable is that students will be exposed to the internet throughout their academic careers and lives.

Who has the responsibility?

Cellphones should be banned in the classroom.

All the Yes points:

  1. Cell phones are banned to decrease distraction.
  2. Stops cyberbullying
  3. Recipe for stress, frustration, and catch-up time for students.
  4. Effective classroom learning
  5. Rise to educational inequality
  6. When banned, help the students stay focused.
  7. Healthy relationships among students are achieved when the cellphone is banned.
  8. Cheating in classroom

All the “No” points:

  1. Proper planning and implementation
  2. Increased student engagement
  3. Increased accessibility
  4. Virtual and augmented reality
  5. An integral part of life

A question that came to mind from both sides was “how old should a student be to have a cell phone?” I believe that prohibiting cell phone use in the classroom would be harsh, but enforcing a stringent policy on cell phone use in the classroom would eliminate the temptation for students to use social media networks (WhatsApp, Instagram, Snapchat, etc.). While I find the phone to be an everyday distraction in the classroom, it also lends itself to an individual’s learning style, as each student learns in his or her own unique way. I would like to close with Andrew Shachat’s words: “The reality is that cell phones in the classroom are here to stay, so it’s up to teachers and administrators to make it work for disengaged students.”

Thank you for reading my post.

Is Social Media Ruining Childhood?

There is no denying that social media is an important element of today’s society. During this week’s debate, I had the opportunity to think about the valid and important issues raised by both teams, all of which centered around the word “RUINING.” Is it true that early access to social media can ruin a child’s childhood? Spending time on social media has almost become a way of life for most adults, but is it beneficial for children to follow suit? Typically, the legal age for using social media ranges from 13 to 18. Today’s children live in a world where social media is an essential part of their everyday lives. Maybe it’s not that social media is ruining childhood, but that it is changing and affecting it (the negative effect of social media for young ones). As with the swimming analogy, social media access should be granted only when parents are confident in their child’s capacity to deal with the complexities of social media. Because children lack the capacity and consciousness to manage and regulate their activities, parents must be aware of the risk and have confidence in their child’s emotional competence and resilience to navigate through the chaos of social media platforms before deciding to give the go-ahead.

Social media and social media interaction are a sad replacement for real-life socialization and experience.

The negatives stemming from social media strongly outweigh any positives. We shouldn’t let social media zombify our children’s childhood

Educators have the responsibility to use technology and social media to promote social justice.

Should educators use “social media” to promote social justice?

It was fascinating to hear the heated debate between the two teams on this topic. Teachers are indeed supposed to educate and promote social justice. These advocates, hope to build a society in which people have equal access to resources and receive fair treatment regardless of their race, gender, religion, sexuality, income level, or disability.

Once teachers are able to foster a learning environment that enables thoughtful discussions with a variety of opinions and perspectives, they can facilitate conversations about real-world issues that affect students’ everyday lives. So, why use or do it on social media? This video is a good example

Students need and must be able to identify real-world problems and deal critically with them. This is a topic that will continue to gain importance in the years to come. I would say, speak your truth, speak up about injustice. Be part of the solution by not avoiding the problem with inaction.

Schools should no longer teach skills that can be easily carried out by technology.

Both teams’ presentations wowed me. I was really torn between whether schools should no longer teach skills easily carried out by technology or not, as both teams gave very compelling and convincing arguments. Students in the 21st-century are digital natives. They have grown up with technology, and it’s woven into their lives.

However, in this case, I cannot say remove technology, but I’m attempting to strike a balance based on the skills (multiplication tables, spelling, and cursive writing).

I cannot imagine being able to function without having access to my “twelve times tables” in my head. Before I perform any calculation using a calculator or other apparatus, I first rough it out in my head, rounding some values up and others down to at least get a ballpark result against which I can compare my machine-generated result. It is acceptable to utilize technology to make things easier as long as we know how to do things without them; yet, if we hand over even the most basic skills (foundational skills) to technology, what will we do if everything changes, technology stops or fails or…..? Just because technology can do something, it does not mean it should.

Teachers and students have become so reliant on technology that they have forgotten the basics of math concepts, spelling, and more. Knowledge of multiplication tables, spelling, cursive writing, etc. without technology conveys the attributes of Bloom’s taxonomy which improves students’ critical thinking, composition, reading comprehension, brain function, motor skills, etc.

That said, students will recall information that is relevant to them, while they will just go through the motions and forget about information or skill that is irrelevant to their lives. It should be a bonus rather than a requirement. While technology has changed everything, the need to incorporate those aforementioned core skills now depends on the educator’s approach (pedagogy) with or without technology to ensure successful and efficient long-term learning.

Debate 2: Technology has led to a more equitable society.

Both debate teams made compelling arguments. Following the presentation, my opinion on the subject shifted, and I was no longer sure whether it was a yes or a no during the post-vote. People and time have evolved. As a result, various industries are increasingly reliant on technology to meet their needs. Technology has made significant contributions and has led to an equitable society in different sectors, including education, health care, agriculture, and business, etc. It has helped remove barriers, bridge social and communication gaps, and many other things. I would say technology is no longer for the rich.

Technology now pervades every aspect of our lives. I cannot think of anything it does not do for society, from the most basic to the most complex. Imagine a world without food and health. Hopefully, I can imagine it and not experience it. That is how technology works. So far, technological progress has been astounding and has created a more equal society as well as divided them.

The real question now is whether or not humans are using technology in a way that create equity and promotes an equitable society.

Weekly Reflection

Debate1- Technology Enhances Learning

I am grateful to the debate teams who spoke on “technology in the classroom enhances learning” (agree and disagree side). Many of the points raised, such as increased collaboration and communication, personalized learning opportunities, student engagement, productivity and efficiency, distraction, health problems, and disconnecting students from face-to-face relationships, are potential benefits and risks associated with deploying technology in learning environments. However, I believe that educational technology is a tool for changing the nature of learning. I have always wanted to change the way I teach, to find new ways to use and implement technology in the classroom environment.

What a great opportunity!

The efficient use of technological aids helps students develop 21st-century skills both in and out of class. While scanning through the readings shared by the opposing team, there were potential risks to technology-enhanced learning. Still, the benefits of technology in the classroom outweigh any negative aspects. “We need technology in every school and in every student and teacher’s hands because it is the pen and paper of our time, and it is the lens through which we experience much of our world” (David Warlick).