technology help students learn essay

How Important Is Technology in Education? Benefits, Challenges, and Impact on Students

Many of today’s high-demand jobs were created in the last decade, according to the International Society for Technology in Education (ISTE). As advances in technology drive globalization and digital transformation, teachers can help students acquire the necessary skills to succeed in the careers of the future.

How important is technology in education? The COVID-19 pandemic is quickly demonstrating why online education should be a vital part of teaching and learning. By integrating technology into existing curricula, as opposed to using it solely as a crisis-management tool, teachers can harness online learning as a powerful educational tool.

The effective use of digital learning tools in classrooms can increase student engagement, help teachers improve their lesson plans, and facilitate personalized learning. It also helps students build essential 21st-century skills.

Virtual classrooms, video, augmented reality (AR), robots, and other technology tools can not only make class more lively, they can also create more inclusive learning environments that foster collaboration and inquisitiveness and enable teachers to collect data on student performance.

Still, it’s important to note that technology is a tool used in education and not an end in itself. The promise of educational technology lies in what educators do with it and how it is used to best support their students’ needs.

Educational Technology Challenges

BuiltIn reports that 92 percent of teachers understand the impact of technology in education. According to Project Tomorrow, 59 percent of middle school students say digital educational tools have helped them with their grades and test scores. These tools have become so popular that the educational technology market is projected to expand to $342 billion by 2025, according to the World Economic Forum.

However, educational technology has its challenges, particularly when it comes to implementation and use. For example, despite growing interest in the use of AR, artificial intelligence, and other emerging technology, less than 10 percent of schools report having these tools in their classrooms, according to Project Tomorrow. Additional concerns include excessive screen time, the effectiveness of teachers using the technology, and worries about technology equity.

Prominently rising from the COVID-19 crisis is the issue of content. Educators need to be able to develop and weigh in on online educational content, especially to encourage students to consider a topic from different perspectives. The urgent actions taken during this crisis did not provide sufficient time for this. Access is an added concern — for example, not every school district has resources to provide students with a laptop, and internet connectivity can be unreliable in homes.

Additionally, while some students thrive in online education settings, others lag for various factors, including support resources. For example, a student who already struggled in face-to-face environments may struggle even more in the current situation. These students may have relied on resources that they no longer have in their homes.

Still, most students typically demonstrate confidence in using online education when they have the resources, as studies have suggested. However, online education may pose challenges for teachers, especially in places where it has not been the norm.

Despite the challenges and concerns, it’s important to note the benefits of technology in education, including increased collaboration and communication, improved quality of education, and engaging lessons that help spark imagination and a search for knowledge in students.

The Benefits of Technology in Education

Teachers want to improve student performance, and technology can help them accomplish this aim. To mitigate the challenges, administrators should help teachers gain the competencies needed to enhance learning for students through technology. Additionally, technology in the classroom should make teachers’ jobs easier without adding extra time to their day.

Technology provides students with easy-to-access information, accelerated learning, and fun opportunities to practice what they learn. It enables students to explore new subjects and deepen their understanding of difficult concepts, particularly in STEM. Through the use of technology inside and outside the classroom, students can gain 21st-century technical skills necessary for future occupations.

Still, children learn more effectively with direction. The World Economic Forum reports that while technology can help young students learn and acquire knowledge through play, for example, evidence suggests that learning is more effective through guidance from an adult, such as a teacher.

Leaders and administrators should take stock of where their faculty are in terms of their understanding of online spaces. From lessons learned during this disruptive time, they can implement solutions now for the future. For example, administrators could give teachers a week or two to think carefully about how to teach courses not previously online. In addition to an exploration of solutions, flexibility during these trying times is of paramount importance.

Below are examples of how important technology is in education and the benefits it offers to students and teachers.

Increased Collaboration and Communication

Educational technology can foster collaboration. Not only can teachers engage with students during lessons, but students can also communicate with each other. Through online lessons and learning games, students get to work together to solve problems. In collaborative activities, students can share their thoughts and ideas and support each other. At the same time, technology enables one-on-one interaction with teachers. Students can ask classroom-related questions and seek additional help on difficult-to-understand subject matter. At home, students can upload their homework, and teachers can access and view completed assignments using their laptops.

Personalized Learning Opportunities

Technology allows 24/7 access to educational resources. Classes can take place entirely online via the use of a laptop or mobile device. Hybrid versions of learning combine the use of technology from anywhere with regular in-person classroom sessions. In both scenarios, the use of technology to tailor learning plans for each student is possible. Teachers can create lessons based on student interests and strengths. An added benefit is that students can learn at their own pace. When they need to review class material to get a better understanding of essential concepts, students can review videos in the lesson plan. The data generated through these online activities enable teachers to see which students struggled with certain subjects and offer additional assistance and support.

Curiosity Driven by Engaging Content

Through engaging and educational content, teachers can spark inquisitiveness in children and boost their curiosity, which research says has ties to academic success. Curiosity helps students get a better understanding of math and reading concepts. Creating engaging content can involve the use of AR, videos, or podcasts. For example, when submitting assignments, students can include videos or interact with students from across the globe.

Improved Teacher Productivity and Efficiency

Teachers can leverage technology to achieve new levels of productivity, implement useful digital tools to expand learning opportunities for students, and increase student support and engagement. It also enables teachers to improve their instruction methods and personalize learning. Schools can benefit from technology by reducing the costs of physical instructional materials, enhancing educational program efficiency, and making the best use of teacher time.

Become a Leader in Enriching Classrooms through Technology

Educators unfamiliar with some of the technology used in education may not have been exposed to the tools as they prepared for their careers or as part of their professional development. Teachers looking to make the transition and acquire the skills to incorporate technology in education can take advantage of learning opportunities to advance their competencies. For individuals looking to help transform the education system through technology, American University’s School of Education online offers a Master of Arts in Teaching and a Master of Arts in Education Policy and Leadership to prepare educators with essential tools to become leaders. Courses such as Education Program and Policy Implementation and Teaching Science in Elementary School equip graduate students with critical competencies to incorporate technology into educational settings effectively.

Learn more about American University’s School of Education online and its master’s degree programs.

Virtual Reality in Education: Benefits, Tools, and Resources

Data-Driven Decision Making in Education: 11 Tips for Teachers & Administration

Helping Girls Succeed in STEM

BuiltIn, “Edtech 101”

EdTech, “Teaching Teachers to Put Tech Tools to Work”

International Society for Technology in Education, “Preparing Students for Jobs That Don’t Exist”

The Journal, “How Teachers Use Technology to Enrich Learning Experiences”

Pediatric Research, “Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement”

Project Tomorrow, “Digital Learning: Peril or Promise for Our K-12 Students”

World Economic Forum, “The Future of Jobs Report 2018”

World Economic Forum, “Learning through Play: How Schools Can Educate Students through Technology”

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What 126 studies say about education technology

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In recent years, there has been widespread excitement around the transformative potential of technology in education. In the United States alone, spending on education technology has now exceeded $13 billion . Programs and policies to promote the use of education technology may expand access to quality education, support students’ learning in innovative ways, and help families navigate complex school systems.

However, the rapid development of education technology in the United States is occurring in a context of deep and persistent inequality . Depending on how programs are designed, how they are used, and who can access them, education technologies could alleviate or aggravate existing disparities. To harness education technology’s full potential, education decision-makers, product developers, and funders need to understand the ways in which technology can help — or in some cases hurt — student learning.

To address this need, J-PAL North America recently released a new publication summarizing 126 rigorous evaluations of different uses of education technology. Drawing primarily from research in developed countries, the publication looks at randomized evaluations and regression discontinuity designs across four broad categories: (1) access to technology, (2) computer-assisted learning or educational software, (3) technology-enabled nudges in education, and (4) online learning.

This growing body of evidence suggests some areas of promise and points to four key lessons on education technology.

First, supplying computers and internet alone generally do not improve students’ academic outcomes from kindergarten to 12th grade, but do increase computer usage and improve computer proficiency. Disparities in access to information and communication technologies can exacerbate existing educational inequalities. Students without access at school or at home may struggle to complete web-based assignments and may have a hard time developing digital literacy skills.

Broadly, programs to expand access to technology have been effective at increasing use of computers and improving computer skills. However, computer distribution and internet subsidy programs generally did not improve grades and test scores and in some cases led to adverse impacts on academic achievement. The limited rigorous evidence suggests that distributing computers may have a more direct impact on learning outcomes at the postsecondary level.

Second, educational software (often called “computer-assisted learning”) programs designed to help students develop particular skills have shown enormous promise in improving learning outcomes, particularly in math. Targeting instruction to meet students’ learning levels has been found to be effective in improving student learning, but large class sizes with a wide range of learning levels can make it hard for teachers to personalize instruction. Software has the potential to overcome traditional classroom constraints by customizing activities for each student. Educational software programs range from light-touch homework support tools to more intensive interventions that re-orient the classroom around the use of software.

Most educational software that have been rigorously evaluated help students practice particular skills through personalized tutoring approaches. Computer-assisted learning programs have shown enormous promise in improving academic achievement, especially in math. Of all 30 studies of computer-assisted learning programs, 20 reported statistically significant positive effects, 15 of which were focused on improving math outcomes.

Third, technology-based nudges — such as text message reminders — can have meaningful, if modest, impacts on a variety of education-related outcomes, often at extremely low costs. Low-cost interventions like text message reminders can successfully support students and families at each stage of schooling. Text messages with reminders, tips, goal-setting tools, and encouragement can increase parental engagement in learning activities, such as reading with their elementary-aged children.

Middle and high schools, meanwhile, can help parents support their children by providing families with information about how well their children are doing in school. Colleges can increase application and enrollment rates by leveraging technology to suggest specific action items, streamline financial aid procedures, and/or provide personalized support to high school students.

Online courses are developing a growing presence in education, but the limited experimental evidence suggests that online-only courses lower student academic achievement compared to in-person courses. In four of six studies that directly compared the impact of taking a course online versus in-person only, student performance was lower in the online courses. However, students performed similarly in courses with both in-person and online components compared to traditional face-to-face classes.

The new publication is meant to be a resource for decision-makers interested in learning which uses of education technology go beyond the hype to truly help students learn. At the same time, the publication outlines key open questions about the impacts of education technology, including questions relating to the long-term impacts of education technology and the impacts of education technology on different types of learners.

To help answer these questions, J-PAL North America’s Education, Technology, and Opportunity Initiative is working to build the evidence base on promising uses of education technology by partnering directly with education leaders.

Education leaders are invited to submit letters of interest to partner with J-PAL North America through its  Innovation Competition . Anyone interested in learning more about how to apply is encouraged to contact initiative manager Vincent Quan .

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How Education Technology In The Classroom Can Impact Student Learning

Technology in the classroom is essential for increasing student engagement and empowering educators to create innovative learning experiences in and out of class

Vawn Himmelsbach

How does education technology impact student learning? In the physical classroom, some postsecondary educators view technology as a distraction. Even if they don’t ban the use of mobile phones or social media during lectures, they may begrudgingly view technology as a little more than a necessary evil.

But after a year of remote learning during the COVID-19 pandemic, perspectives are changing. Rather than simply ‘tolerate’ it, instructors are realizing that technology and the power of digital devices, apps and tools can increase engagement, encourage collaboration, spark innovation and enhance student learning.

In and of itself, education technology doesn’t result in effective teaching and learning. It still requires a guide (the educator) and a purpose (related to the curriculum). And there is effort and strategy required to integrate it effectively into your course material. But, if used with intention, education technology can be transformed from a distraction to an effective teaching tool with positive effects on student achievement.

Here are a few answers to the question of how education technology has changed today’s colleges and universities , and reasons why educators should make the most of technology inside—and outside—the classroom.

Technology affords better access to resources

With an Internet connection, we have access to information at our fingertips 24 hours a day. We can find almost anything online, in its most up-to-date version. For students, this means access to everything from research materials and educational apps to interactive edutainment and open resources from prestigious universities around the world. (Students may, however, need instruction on how to find credible resources and direction on providing proper attribution when they use them.)

Students can also supplement their learning by connecting with online groups and virtual communities in real-time, or by collaborating on group projects using tools such as wikis and cloud-based apps. And instructors can provide access to the course material (and additional resources) by setting up portals through learning management systems or providing access to course-specific software for each learner. For budget-conscious educators, open educational resources may provide useful course materials their students can access throughout a course. 

What are open educational resources?

Open educational resources (OER) are teaching, research and learning resources that explicitly allow others to use, keep and distribute them. OER are teaching resources that have an open copyright license (such as Creative Commons), or they are part of the public domain and have no copyright. Depending on the license, OER can be freely accessed, used, re-mixed, improved, and shared. OER is one way of engaging students more deeply in the learning process, moving beyond lectures and static textbook chapters. By blending technology and education , open educational resources also give instructors the tools to involve students in the creation of learning materials.

Technology can improve student engagement

Education technology can help students by making learning more engaging and collaborative. Rather than memorizing facts, students learn by doing and through critical thinking. This could be as simple as taking an interactive quiz in class or participating in tech-enabled group discussions. Or it could be as involved as playing educational games, practicing in science experiments in a virtual lab or taking a virtual field trip.

To make learning truly engaging, it must be truly interactive. Doing math on a computer isn’t any different than doing math with a pencil and pad of paper. But using augmented reality to animate math challenges is a whole different ball game. Ultimately, interactivity and technology enhance learning.

For educators, the role of education technology is endless: from using simulation tools to demonstrate how a hurricane develops, to using virtual reality to practice medical procedures. “As a growing number of medical schools bring virtual reality into the classroom, students are finding it an effective way to learn complex subject matter, such as anatomy, that’s often easier to understand with hands-on practice,” writes Chris Hayhurst for EdTech Magazine. Blended learning is a great way to ensure you’re using technology to engage your students both in and out of your class.

What is blended learning?

Blended learning is an educational approach in which students learn online as well as through traditional face-to-face teaching. Sometimes referred to as hybrid learning, blended learning is a combination of traditional in-classroom and online education with multimedia components, such as interactive discussions and polls, embedded videos and live chats. Individually, both have their advantages. Together, blended learning can offer a more engaging learning experience for students by providing them with opportunities to work both independently and with their peers and instructor to reinforce learning and achieve subject mastery with education technology

Blended learning is more than just using technology to supplement the classroom experience. Rather, blended learning requires that a significant portion of course material is delivered through online instruction using digital technology, combined with some face-to-face components. For example, students may complete lectures and homework assignments online but have in-person lab meetings. This way, students complete certain parts of the course according to their own schedule and can revisit the material as needed. The rest of student time is then spent in a classroom, lecture hall or lab, with supervised instruction.

Education technology can expand classroom boundaries

Thanks to education technology, the classroom no longer has walls. The learning environment no longer has boundaries. And instruction can be provided by any number of subject matter experts in the real world—in addition to the person teaching the course through the use of technology .

“Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog postings, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition,” according to an article on technology in education by Purdue University . Ultimately, technology allows students to expand their horizons by extending learning beyond textbooks and lectures and connecting it to the real world.

Technology can encourage self-paced learning

In a traditional classroom, students who were struggling to learn new concepts would quickly fall behind their peers. With self-paced learning components, however, students can advance at their own pace as part of the learning process. Those who need more time or extra help can practice outside of class with guided exercises or additional coursework. So, too, can learners who want more of a challenge.

Thanks to the always-on nature of technology, students can access online learning resources whenever they need to. These resources also have the ability to provide instructors with a sense of which students might need extra help. 

The exercise of self-paced learning with these new technologies allows students to learn digital literacy and 21st-century skills, which will have a positive impact when they enter the workforce. One such way to accomplish this goal is 1:1 computing, which provides students with the technology they need to engage in coursework.

What is 1:1 computing?

One-to-one computing (often abbreviated as “1:1”) is an educational practice where academic institutions provide every student with a laptop or tablet, allowing students to access the Internet, as well as preloaded course materials and textbooks. One-to-one computing uses the impact of technology to create an equitable classroom environment in which students have easy and equal access to information. It also boosts career readiness, since the skills 1:1 computing imparts are increasingly expected both on campus and in the office.

Technology can promote innovative teaching techniques

Education technology changes the way we access information, and also how we’re taught that information. The instructor becomes less of a ‘sage on a stage’ and more of a ‘guide on the side.’ From accessing real-world case studies online to watching video-recorded lectures to listening to podcasts, technology opens up the possibility for teaching innovation (including collaborative group work and flipped and hybrid classrooms). Instructors can also use classroom response systems to assess students’ understanding of course material, adjust the paces needed in real-time and build on students’ problem-solving skills. Moreover, digital materials can enhance the learning experience by making it more flexible, more engaging and better able to accommodate student needs.

How are digital materials used in the classroom?

Digital materials in the higher education classroom provoke student curiosity. These interactive textbooks or readings can also boost student engagement and lead to better learning and comprehension by offering multimedia components, discussion threads and embedded assessments. In order to foster deeper and more collaborative learning, many educators use education technology to share their digital materials through chat forums, discussion threads and comprehension-testing questions to assess student learning. There are also a number of online learning materials, tools and platforms that educators can use to conduct tests, quizzes and exams.

How does education technology impact student learning? A summary

While education technology is sometimes seen as a threat—and it does have its limits—integrating it into your teaching practice offers a new way for students to interact and engage with course material. And this is especially essential after students have become used to learning with technology during the COVID-19 pandemic. Thanks to education technology tools, education is no longer confined to the walls of your classroom. YouTube videos and social media don’t have to be a distraction; they can be part of your lesson plans. The math is easy: it adds up to better learning outcomes.

• Hayhurst, C. (2017, February 15). Medical Students Practice Critical Skills on Digital Cadavers. Retrieved from https://edtechmagazine.com/higher/article/2017/02/medical-students-practice-critical-skills-digital-cadavers
• How Has Technology Changed Education? (2017, April 25). Retrieved from https://online.purdue.edu/ldt/learning-design-technology/resources/how-has-technology-changed-education

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New advances in technology are upending education, from the recent debut of new artificial intelligence (AI) chatbots like ChatGPT to the growing accessibility of virtual-reality tools that expand the boundaries of the classroom. For educators, at the heart of it all is the hope that every learner gets an equal chance to develop the skills they need to succeed. But that promise is not without its pitfalls.

“Technology is a game-changer for education – it offers the prospect of universal access to high-quality learning experiences, and it creates fundamentally new ways of teaching,” said Dan Schwartz, dean of Stanford Graduate School of Education (GSE), who is also a professor of educational technology at the GSE and faculty director of the Stanford Accelerator for Learning . “But there are a lot of ways we teach that aren’t great, and a big fear with AI in particular is that we just get more efficient at teaching badly. This is a moment to pay attention, to do things differently.”

For K-12 schools, this year also marks the end of the Elementary and Secondary School Emergency Relief (ESSER) funding program, which has provided pandemic recovery funds that many districts used to invest in educational software and systems. With these funds running out in September 2024, schools are trying to determine their best use of technology as they face the prospect of diminishing resources.

Here, Schwartz and other Stanford education scholars weigh in on some of the technology trends taking center stage in the classroom this year.

AI in the classroom

In 2023, the big story in technology and education was generative AI, following the introduction of ChatGPT and other chatbots that produce text seemingly written by a human in response to a question or prompt. Educators immediately worried that students would use the chatbot to cheat by trying to pass its writing off as their own. As schools move to adopt policies around students’ use of the tool, many are also beginning to explore potential opportunities – for example, to generate reading assignments or coach students during the writing process.

AI can also help automate tasks like grading and lesson planning, freeing teachers to do the human work that drew them into the profession in the first place, said Victor Lee, an associate professor at the GSE and faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning. “I’m heartened to see some movement toward creating AI tools that make teachers’ lives better – not to replace them, but to give them the time to do the work that only teachers are able to do,” he said. “I hope to see more on that front.”

He also emphasized the need to teach students now to begin questioning and critiquing the development and use of AI. “AI is not going away,” said Lee, who is also director of CRAFT (Classroom-Ready Resources about AI for Teaching), which provides free resources to help teach AI literacy to high school students across subject areas. “We need to teach students how to understand and think critically about this technology.”

Immersive environments

The use of immersive technologies like augmented reality, virtual reality, and mixed reality is also expected to surge in the classroom, especially as new high-profile devices integrating these realities hit the marketplace in 2024.

The educational possibilities now go beyond putting on a headset and experiencing life in a distant location. With new technologies, students can create their own local interactive 360-degree scenarios, using just a cell phone or inexpensive camera and simple online tools.

“This is an area that’s really going to explode over the next couple of years,” said Kristen Pilner Blair, director of research for the Digital Learning initiative at the Stanford Accelerator for Learning, which runs a program exploring the use of virtual field trips to promote learning. “Students can learn about the effects of climate change, say, by virtually experiencing the impact on a particular environment. But they can also become creators, documenting and sharing immersive media that shows the effects where they live.”

Integrating AI into virtual simulations could also soon take the experience to another level, Schwartz said. “If your VR experience brings me to a redwood tree, you could have a window pop up that allows me to ask questions about the tree, and AI can deliver the answers.”

Gamification

Another trend expected to intensify this year is the gamification of learning activities, often featuring dynamic videos with interactive elements to engage and hold students’ attention.

“Gamification is a good motivator, because one key aspect is reward, which is very powerful,” said Schwartz. The downside? Rewards are specific to the activity at hand, which may not extend to learning more generally. “If I get rewarded for doing math in a space-age video game, it doesn’t mean I’m going to be motivated to do math anywhere else.”

Gamification sometimes tries to make “chocolate-covered broccoli,” Schwartz said, by adding art and rewards to make speeded response tasks involving single-answer, factual questions more fun. He hopes to see more creative play patterns that give students points for rethinking an approach or adapting their strategy, rather than only rewarding them for quickly producing a correct response.

Data-gathering and analysis

The growing use of technology in schools is producing massive amounts of data on students’ activities in the classroom and online. “We’re now able to capture moment-to-moment data, every keystroke a kid makes,” said Schwartz – data that can reveal areas of struggle and different learning opportunities, from solving a math problem to approaching a writing assignment.

But outside of research settings, he said, that type of granular data – now owned by tech companies – is more likely used to refine the design of the software than to provide teachers with actionable information.

The promise of personalized learning is being able to generate content aligned with students’ interests and skill levels, and making lessons more accessible for multilingual learners and students with disabilities. Realizing that promise requires that educators can make sense of the data that’s being collected, said Schwartz – and while advances in AI are making it easier to identify patterns and findings, the data also needs to be in a system and form educators can access and analyze for decision-making. Developing a usable infrastructure for that data, Schwartz said, is an important next step.

With the accumulation of student data comes privacy concerns: How is the data being collected? Are there regulations or guidelines around its use in decision-making? What steps are being taken to prevent unauthorized access? In 2023 K-12 schools experienced a rise in cyberattacks, underscoring the need to implement strong systems to safeguard student data.

Technology is “requiring people to check their assumptions about education,” said Schwartz, noting that AI in particular is very efficient at replicating biases and automating the way things have been done in the past, including poor models of instruction. “But it’s also opening up new possibilities for students producing material, and for being able to identify children who are not average so we can customize toward them. It’s an opportunity to think of entirely new ways of teaching – this is the path I hope to see.”

This Technology Can Write Student Essays: Is There Any Educational Benefit?

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Corrected : An earlier version of this article misstated the name of Alistair Van Moere, the chief product officer for MetaMetrics.

Artificial intelligence has found a comfortable place in our lives over the last decade. Where we used to turn to physical maps for directions, Google Maps now shows us how to get to our desired destination by the quickest route possible. With one command to Alexa, we can do a math calculation, learn a random science fact, purchase an item on Amazon, and even call our best friend.

Now, an artificial intelligent model called Generative Pre-trained Transformer 3, informally known as GPT-3, aims to end writer’s block by doing the writing for us. The implications for education are enormous, in both bad and good ways.

I first heard of GPT-3 at the Learning 2025 conference hosted by AASA, The School Superintendents Association earlier this summer in Washington. In a room filled with superintendents, principals, teachers, and other education leaders, Bill Dagget, former educator and founder of the International Center for Leadership in Education, gave a keynote speech that mentioned GPT-3 and the possibility of students using this model to do their classwork and homework.

The attendees were filled with both awe and dread. What is this technology and what impact will it have on students’ ability to write in the future? Will students become overly dependent on AI to do the hard thinking and writing for them? These were just some of the questions in the room. Like any education reporter searching for a story, I was incredibly intrigued by the technology and had some of the same questions.

So what is GPT-3?

GPT-3 was created by OpenAI, an artificial intelligence company. According to OpenAI, GPT-3 is a machine-learning model that uses internet data to understand and generate natural language text. Trained on 540 billion words and 175 billion parameters, the model produces text in response to a prompt.

When you input the prompt, the model will generate a complete text that attempts to match whatever context, pattern, and directive you gave it. For example, if you input “write a tagline for a car company,” it will return a completion like “a car for every budget” or “the best way to get around.” Prompt it to “summarize a complex text for a 1st grader” and it generates a summarized text in language that a 1st grader can understand. But it isn’t just an ask and answer technology. GPT-3 is trained on text generation, completion, summarization, and creative writing.

GPT-3 does not just understand words; it also understands context, sentence structure, and dual meanings in multiple languages, allowing it to summarize text, write outlines, essays, reports, and recommendation letters, all in human-like prose. And beyond writing, the model is trained in producing content related to math and science.

“ It’s a game changer. It hasn’t really broken into mainstream yet, but it’s coming in a few years’ time. I think the education profession hasn’t really got its head around the implications of this yet,” said Alistair Van Moere, the chief product officer at MetaMetrics Inc., one of the more than 300 companies exploring the use of GPT-3 in its products.

It's a game changer. It hasn't really broken into mainstream yet, but it's coming in a few years' time.

Incorporating GPT-3 in the classroom

One of the most glaring concerns about GPT-3 and models like it is that they might have negative impacts on students’ ability to learn to write on their own. After all, feeding an essay prompt into the computer and having it produce the entire essay for you in human-like text is many students’ dream.

Longtime educator Ray McNulty, the former education commissioner of Vermont, believes educators should be proactive instead of reactive to AI advancements by finding ways to incorporate the technology into instruction.

“There’ll be a transition where this will become second nature [for teachers and students],” said McNulty. “How do we do it thoughtfully and carefully? And how do we do it to enhance the learning for our students?”

McNulty, who is now the president of the nonprofit Success Practice Networks and the National Dropout Prevention Center, gave an interactive presentation with “Future Wheels,” a tool that helps anticipate and explore future possibilities. He used the technology to explore the possibilities for artificial intelligence writing tools in education during a session at the superintendents’ conference. Participants brainstormed both potential negative and positive outcomes from using AI writing tools to begin thinking about ways that the technology could be effectively incorporated into teaching and learning.

“What we’re trying to do is have school districts know this stuff is coming and how do they begin to anticipate and prepare for [it],” McNulty said.

Right now, GPT-3 is not used in any regular K-12 classrooms, but Van Moere has some ideas about how it could be implemented. He recommends teachers get acquainted with the technology during class activities such as customizing stories with students’ names and characteristics, doing a side-by-side comparison of a GPT-3 story and one written by a human to see if students can spot the difference, or using GPT-3 to help students brainstorm their idea and then write their own essays. This way, students are being taught to use AI as a tool instead of as the answer.

Companies need to ‘bring teachers to the conversation’

GPT-3 is just one of the many natural language learning models in the technology industry that currently use applications geared towards K-12 students. Their proliferation raises questions about what the role of the teacher will be in the future, and there are concerns that AI can have its own set of biases that pose potential problems for use in K-12 education.

Ed-tech company CEO Sydney Montgomery said to be able to effectively use AI writing tools like GPT-3 in the classroom, the models need to be built with the input of teachers.

“I think ed-tech CEOs or companies that are building tools need to bring teachers to the conversation because they see things that we don’t,” she said. “If we can partner a little bit more, it will also help with the hesitancy of [educators to use] the technology.”

Montgomery is founder and CEO of Outline, an education technology company that uses an artificial intelligence writing model to help students outline admissions essays, memos, and law briefs. The AI model that Outline uses does not author the entire essay for you like GPT-3 does—rather, it creates a detailed outline to help jump start the writing process. Montgomery said AI can be a helpful writing tool for K-12 students who may not have the support of a teacher, parent, or guardian in the classroom or at home.

“ W e need AI to fill in the gaps where students don’t have support because otherwise students get left behind,” said Montgomery.

I think ed-tech CEOs or companies that are building tools need to bring teachers to the conversation because they see things that we don't.

How well does the technology work?

Currently, a free trial for GPT-3 is accessible to the public on OpenAI’s platform. I wanted to try it out myself. I went on OpenAI, created a trial account, and input some commands.

I first asked the model to “write an essay for a 5th grade science class on the Webb telescope.” It returned an elementary-level, seven-sentence paragraph about the Webb telescope. To generate more text, I clicked submit again under the first paragraph. (This essentially tells the technology to keep generating more text about the same task.)

However, the paragraph was not without flaws. The machine-generated text seemed to not know that we are well past the year 2018, as it contained a passage indicating that the telescope would be launched in 2018. (It was actually launched in 2021.) That suggests a limitation with the technology’s ability to generate content based on recent events. A note on the free trial web page suggests a partial explanation: “Our default models’ training data cuts off in 2021, so they may not have knowledge of current events.” My prompt and the resulting essay follow:

Write an essay for a 5th grade science class on the Webb telescope

The Webb telescope is a very powerful telescope. It can help us see things that we can’t see with other telescopes. For example, the Webb telescope can help us see stars that are very far away. It can also help us see things that are very small, like planets. The Webb telescope is also very good at seeing things in the infrared. This means that it can see things that are very cold, like the planets in our solar system. The Webb telescope is going to be launched in 2018, and it will be a very exciting time for science!

I then directed it to “write an analysis essay about Romeo and Juliet.” It returned a simple four-paragraph essay about the story. The essay is clear and concise, and it does read like something a human—possibly a student—would produce. It returned a complete paragraph that consisted of no glaring errors.

Write an analysis essay about Romeo and Juliet.

Romeo and Juliet is one of the most popular love stories of all time. The story is about two young lovers who are from two different families, the Montagues and the Capulets. The two lovers are not able to be together because of their families’ feud. Romeo and Juliet end up getting married in secret and they live happily ever after for a short time until Romeo is banished. Juliet is so upset that Romeo has been banished that she kills herself. Romeo finds out about Juliet’s death and he kills himself. The story ends with the two lovers being reunited in death.

The story of Romeo and Juliet is a tragic love story. The two lovers are not able to be together because of their families’ feud. Romeo is banished and Juliet kills herself. The story ends with the two lovers being reunited in death.

There are many themes in the story of Romeo and Juliet. One of the themes is love. The two lovers are willing to risk everything for their love. They are willing to defy their parents and their families’ feud in order to be together. Their love is so strong that it overcomes the obstacles in their way.

Another theme in the story is fate. Romeo and Juliet seem to be doomed from the start. Their love is forbidden and their families are enemies. It seems like everything is working against them. However, their love is so strong that they are willing to risk everything for each other. In the end, their love is stronger than the forces that are working against them.

Though experts say the technology can generate well thought-out essays, the free trial did not allow me to produce more complex and longer text. It limited the technology’s use to a maxiumum of 4,000 words.

A version of this article appeared in the August 24, 2022 edition of Education Week as This Technology Can Write Student Essays. Is There Any Educational Benefit?

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Learning & Education

Using technology to empower students and turn them into critical thinkers

Mar 23, 2017

[[read-time]] min read

Editor’s note: Google for Education Premier Partners are working with schools to host the ExploreEDU event series , where schools can share their first-hand experiences with other educators. Today’s guest author is Kyle Black, a high school English teacher from First Philadelphia Preparatory Charter School , which hosted an ExploreEDU event on March 21-22 with Promevo . To see if there’s an event near you, visit the ExploreEDU site .

In a world dominated by technology, a good education depends on digital know-how—in addition to problem solving, clear communication and organizational skills. Students need both digital and soft skills to guide them through college, into the workplace and beyond.

In my five years on the job, here’s what I’ve learned about teaching a generation of students to use technology in responsible and impactful ways:

1. Empower students to take control of their learning

2. quiz students often to assess understanding.

3. Turn feedback into a critical thinking exercise

It’s common for students to accept a teacher’s revisions to their work without considering why specific changes are made. By making the feedback process interactive, students are encouraged to think critically before accepting edits at face value. For example, when I’m reviewing essays or creative writing, I often suggest incorrect or ridiculous changes using comments and suggested edits in Google Docs —and my students know this type of feedback is coming. Typically, half of my edits will require students to think deeply before hitting the “accept” button. It forces them to play a more active role in their learning, and to constantly challenge ideas.

I believe that teaching students digital and critical thinking skills matters more than teaching them how to ace a test. To prepare students for lifelong success, we must encourage them to brainstorm new ideas and embrace the new tools at their fingertips.

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• ACADEMIC ADVICE
• INFORMATION TECHNOLOGY

How Does Technology Impact Student Learning?

• June 3, 2022

Table of Contents

Use of technology in modern education, putting students’ knowledge into action, sharpening students’ critical thinking, increased collaboration, better communication, personalized learning opportunities, enriching the classroom with technology, better comprehension, interactivity and class engagement, exploring complex matters, time-saving: effective learning, combined learning methodologies, will technology prevail over traditional learning, final thoughts.

Traditional face-to-face classes have served as an effective method of learning and teaching for the longest time. It has produced visible and satisfactory results and hasn’t been questioned until the world faced a common enemy, the CoVid-19 pandemic that stopped everyone from attending the traditional in-person classes.

That situation proved that technology could be sufficient and deliver the same, if not better, results in the learning process. Technology clearly impacts education in various ways. If you are curious to learn more about this impact, read this guide as it answers the question ”How does technology impact student learning?”

In today’s day and age, technology has incorporated itself into every aspect of our lives, including the education field. It is a tool that helps us complete complex tasks quickly and efficiently.

However, it is necessary to keep in mind that technology is a tool for education, but it can’t solve the problems itself. The usefulness of educational technology lies in what educators do with it and how they use it to best meet the needs of their students.

The appropriate use of digital learning tools in the classroom can boost student engagement, assist teachers in improving lesson plans, and enable personalized learning. It also helps students to develop critical thinking skills.

Virtual classrooms, augmented reality (AR), videos, different robots, and other technology tools can not only make the class more interesting, but they can also develop more inclusive practices that foster cooperation and intellectual curiosity while also allowing teachers to collect data on student performance.

Benefits of Technology in Education

We all use technology in some form or another in our daily activities. As time passes, it has become more important in our lives, changing the way we consume and process information.

The influence of technology can be seen in every area of our lives; however, the impact of technology on education has been the most noticeable in recent years. Schools are incorporating more and more technology into the classroom to keep up with technological advances in hopes of preparing students for the rapidly changing world of technology. It has also become pivotal in helping teachers develop their teaching classes based on student’s learning styles .

One of the most significant benefits of using technology in education is putting students’ knowledge and skills into action. Students earn beneficial knowledge through online classes and interactions with their teachers and other peer students. However, it is very important to put these new skills into practice and action.

Technology enables students to put their earned knowledge into practice through different applications. The incorporation of technology into the classroom helps teachers to easily assign various tasks and assignments that allow students to put their knowledge and experience into action and develop the ability to apply their knowledge to create a solution to a situation, problem, or event.

Technology will have an impact on students’ critical thinking skills depending on a variety of elements, including the type of technology used and the context in which it is used.

It is a well-known fact that the use of technology in the classroom can make activities and the learning process more engaging. Technology has the ability to engage multiple senses and can increase students’ investment in the material.

Appropriate classroom technology boosts students’ academic achievement, self-confidence, motivation in class, and attendance. Technology facilitates students’ transition from sitting attentively and listening to more hands-on learning.

In addition, technology influences critical thinking by assisting students in applying what they’ve learned to real-life situations and developing problem-solving skills, both of which are essential components of critical thinking.

Collaboration can be aided by educational technology. Teachers can communicate with students during lessons, but students can also interact with one another. Students collaborate to solve problems through online classes and educational games.

Students can share their ideas and thoughts and encourage one another in collaborative activities. Simultaneously, technology allows for one-on-one interaction with teachers. Students can ask questions about the classroom and receive additional assistance with the difficult-to-understand subject matter. Students can upload homework from home, and teachers can access and view submitted assignments on their devices.

Numerous studies have found that implementing instructional technology improves overall student motivation and engagement in learning. More specifically, technology engages students behaviorally, emotionally, and cognitively. Whether technology is used in class or after school, students have more opportunities to communicate with instructors, collaborate with peers, and participate in the learning process.

Web-conferencing software, blogs, wikis, social networking sites, and digital games are specific examples of technology that have been shown to improve student engagement and communication.

Students can use technology to connect with people in their classrooms and around the world. Learning how to collaborate on projects using digital tools prepares students for almost any career.

Connecting with students across the globe promotes cultural learning and actually teaches how to collaborate with people who are different from them. While the internet can be an unpleasant place full of hate at times, it can provide a tremendous sense of community and support when used wisely.

Classroom websites can benefit students of all ages. They frequently foster student connections and provide a space for them to collaborate on team projects. They also help learners by instilling a sense of belonging and community in them.

Websites, which are typically filled with student work, classroom updates, and assignments, simulate the experience of being a member of an online forum or group. Students are able to gain experience designing, editing, and uploading files to the site.

It has become difficult and critical to expand your skillset with hectic schedules and demanding lifestyles. This is where technology comes in. Education is more convenient than ever, with virtual lessons gradually replacing traditional lectures.

Students can plan their time and learn at a convenient time for them. They can also pursue subjects and courses outside of their course curriculum to broaden their knowledge.

Technology enables continuous access to information and knowledge. Classes can be completed entirely online using a laptop or mobile device. Learning that is hybrid combines the use of technology from almost anywhere with regular in-person classroom sessions. It is possible to use technology to tailor learning plans for each student in both scenarios. Lessons can be designed based on student interests and strengths.

Another advantage is that students can learn at their own pace. Students can rewatch videos in the lesson plan when they need to review class material to better understand key concepts. In addition, teachers can use the data generated by these online activities to see which students struggled with certain subjects and offer extra help and support.

The Impact of Technology on Student Learning

The use of technology has helped students and teachers create practical and easily-accessible teaching and learning environment.

A very important technological impact on education is increased interactivity and class engagement. In addition, better overall comprehension, practical learning, time management, and combined learning methodologies are just some of the impacts that technology has had on student learning.

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Choosing the right technology to incorporate into the classroom can be challenging. However, defining your learning objectives can assist you in determining which tools will be most beneficial.

It is true that not all schools can afford a one-to-one device ratio in the classroom. In situations where there are many more students than teachers, digital tools can assist in providing personalized guidance to each student. While teachers meet in private with other students, personalized digital applications can guarantee that the rest of the students are using their devices to work on their particular areas of improvement.

Through the use of technology, every student basically has the world in their hands. With just a few clicks, students can easily access all the information and materials they need in order to comprehend different topics better and succeed in the process.

In certain situations, every student can face problems dealing with specific topics, and thanks to technology, this is no longer a problem since they can quickly look it up in different search engines or even ask for more explanation from their instructors. Thanks to the use of technology, instructors are always an email away, making it easier for students to connect with them and get all the necessary help.

When technology is seamlessly and carefully incorporated into the classroom, students not only become more engaged but also begin to take more control over the learning process.

Effective technology integration alters the dynamics of the classroom, stimulating student-centered project-based learning. When using technology during the learning process, students are able to engage with their teachers and other students quickly and easily without wasting class time through chat rooms and other available applications.

As mentioned previously, during the learning process, students will inevitably face obstacles and different difficulties. In addition, they may be required to explore matters that are complex and challenging for them.

However, the incorporation of technology into the learning process has made it easy for students as well as teachers to access all the materials and sources that would help to explore and solve complex matters they may encounter during the learning and teaching process.

It is clear that both teachers and students make the most of what technology has to offer. One of the most significant advantages of using technology in the classroom is that it saves a lot of time.

A number of apps are available to assist teachers in taking attendance so that the task does not consume too much of their time. Even if the teacher is busy getting ready for class, students can sign their names on a tablet as they walk in.

In addition, the use of technology can completely eliminate numerous different problems; for instance, when students can access their assignments online, photocopying and stapling are no longer required.

Furthermore, with technological platforms that instantly interpret test answers on a large scale, grading is a piece of cake. Many apps provide teachers with status reports, allowing them to view each student’s progress. These reports also highlight opportunities for improvement, allowing teachers to identify learning difficulties earlier in the school year. Technology not only makes grading more accessible for teachers, but it also helps students get the help and attention they require.

Technology allows teachers to adapt every style of learning. Whether students learn best through listening to lectures , reading, illustrations, or recordings, technology has the ability to accommodate every type of learning that students use and prefer.

Students can learn at their convenience by using online videos, audiobooks, interactive online games, and other resources. And, because online material is typically updated, teachers and students can always get the most up-to-date information. In addition, teachers can combine different learning methodologies while using technology in order to best fit everybody’s needs.

Modern technology has completely transformed the educational system. The internet-enabled classrooms have made education available to anyone who wants to learn anywhere in the world, at any time, on any subject.

In contrast to the traditional face-to-face classrooms, which have a limited capacity of students, virtual classrooms can accommodate any number of students. And, when it comes to learning, there is an infinite amount of information available for free or at a reasonable cost.

There’s no denying that we’re becoming a more technologically oriented society. Understanding how to use technology, from digital menus to self-driving cars, helps prepare students for the future. Early learning of technology skills can help students to grow in their careers and personal lives. Therefore, whether technology will prevail over traditional learning or not, it is very beneficial for students to be up-to-date with the latest educational methods.

While education technology is generally viewed as a threat, and it does have limitations, incorporating it into your classroom practices provides students with a new way to better interact and engage with course material. Thanks to the use of technology tools, education is no longer restricted to the four walls of your classroom. The internet and social media do not have to be a source of distraction. After finding out how technology helps students learn, as a teacher, you can integrate it into lesson plans and help both yourself and students to create improved learning outcomes.

Bay Atlantic University

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• Our Mission

Supporting Student Engagement With Technology

Students engage deeply in class when tech tools encourage them to construct ideas, collaborate with peers, and create unique work.

Over my years as a secondary school teacher, I’ve attended professional development opportunities that introduced me to new classroom technology that piqued my interest. I enjoyed playing and interacting with the new technology, and I assumed that my students would too. I’d go home and redo my lesson plan for the next day so that I could incorporate the new technology.

The next day, my anticipation couldn’t be contained as my students walked into the classroom because I was excited to see them engage with the classroom technology that would guide their learning. On a number of occasions, the result was unanticipated disengagement. At times, they would outright refuse to participate in the activity.

Finding the Right Tech for Your Class Is a Process

Engagement is crucial. I want my students to participate in class discussions, ask questions, comment on their peers’ ideas, take notes, read out loud, post in online classroom discussion threads, and probe deeply into what they’re reading. These are all visible indicators of student engagement, and research supports the idea that student engagement leads to academic achievement .

I’ve seen digital technology capture my students’ attention; it seemed natural that it would be a valuable educational tool. However, I’ve also seen students disengage from technology. Therefore, I sought to understand how I could leverage it to support their learning. When I was standing in front of my disengaged students and needing to spontaneously come up with a new lesson plan, I learned the hard way that I can’t assume that digital technology inherently engages students. 

By intertwining my own PhD research with my experiences as a classroom teacher before and after the pandemic, I’ve found that technology engages students when it allows for students to do what I call the 3Cs: construct, collaborate, create.

Construct 

“I like being able to come up with different types of ideas… things we didn’t discuss in class.” 

When technology is used as a tool to transmit information to students to read and memorize, students will disengage by opting out of the task. Instead, we can use technology to allow students to construct their own ideas in order to create personal meaning. Technology is effective when used as a tool for knowledge construction, not knowledge consumption.

In the classroom, this looks like having students read two news articles on the same topic and then letting them decide which article was more persuasive. This allows students to access recent texts through technology, but it also allows them to sort through their own thoughts to decide which article was more effective. Students are able to use technology to construct their own ideas. 

Some tech tools that work to help students construct knowledge include Newsela , NewsForKids , and databases like Britannica School and EBSCOhost .

Collaborate

“I don’t want to quietly sit at a computer and work by myself. I can do that at home. I want to be able to work with other people.”

When technology is used as a tool to foster collaboration with others within and beyond the classroom, it will engage students. As educators, we need to position technology to facilitate activities that foster social interaction.

Sometimes, we imagine classroom technology to be isolating—students quietly sitting at their desks working on a computer. Instead, we can use it as a tool for communication. For example, I’ve had groups of students gather around a single device to watch a short video. Yes, they could all watch it at their own desk on their own device, but positioning technology this way allows students to pause the video, talk to their peers, and rewind and rewatch as necessary. 

This huddled viewing makes the activity interactive and collaborative. Students continue to process their own ideas and engage with their peers to help refine them further. 

Some tech tools that allow students to collaborate include Google Docs and Google Jamboard , Padlet , Flip , and MindMeister .

“I know that I could create without the technology, but the technology means that I can create something better, something I couldn’t create without the technology.”

Technology leads to student engagement when it’s a tool that allows students to design, build, and perform tasks that would otherwise be difficult for them to do without access to the technological tools. Students feel accomplished when they create a product that’s different from everyone else’s. If we can design an evaluation task that allows them to choose how they’ll design their final product and provide them with the technological tools to do so, the technology will engage them.

For example, I’ve had students redesign the cover of a book they’ve read in their secondary English classroom so that the book can be marketed to preschoolers. This enables them to consider colors, shapes, and images that would appeal to preschoolers and subsequently design, build, and create something that’s new and doesn’t exist.

Some tech tools that allow students to construct include PosterMyWall , Canva , Picmaker , Adobe Photoshop , Fotor , and Squarespace .

Uniting the 3Cs 

Despite the amount of learning that happened through and with technology during the pandemic, I’ve noticed that students still find it engaging. However, I’ve found that rather than tasks that allow for one of the 3Cs, tasks that unite all of the 3Cs foster greater engagement that can be sustained over several classes. The 3Cs allow students to inquire, connect, and design—three facets of education that emergency remote pandemic learning eroded. To rebuild these important skills, I implemented a task that unites the 3Cs .

This activity gave students voice and choice, and the result was that they created work that they were proud to submit for evaluation. Some products included a radio ad, a TikTok video, an Instagram post, a city bus advertising wrap, an infomercial, a television commercial, a rap with a music video, and a magazine ad. What my students created was beyond what I could have suggested because they had creative skills and media knowledge that I hadn’t been aware of until this project.

I learned that when we design an activity that unites the 3Cs, it’s a gateway to invite student engagement.

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Technology in the Writing Classroom

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Technology affects both the process and product of composition. Students often complete multimodal writing assignments that combine traditional textual elements with pictures, data visualizations, video, sound, animation, etc. Similarly, students' use of many technologies while composing an assignment can impact the final product. This is true even for technologies that aren't directly involved in the writing process in the way that, for instance, word processors are. Mind mapping technologies can help students relate ideas to one another. Graphic design programs can help students organize their ideas visually or let students write for specific audiences and contexts. Audio recording technologies can give students expressive freedom beyond the constraints of written work. Countless more examples abound.

These technologies, however, should not be introduced to the classroom without forethought. One danger inherent to any technology is that an assignment that uses that technology can inadvertently become more about learning to use the technology than about the intended learning outcomes. Thus, making sure students understand what they are being evaluated on (i.e., their work, and not necessarily their skill with the technology), have access tohelp materials, and have time to get familiar with the technology can all mitigate this danger. These strategies tend to hold true no matter the age of the students. While it's typical to assume that younger students have greater facility with technology because they are "digital natives," research suggests that that's usually not the case. Young students still need to learn to use a new technology just like they would learn any other new skill.

When handled with care, technology can be a boon to the writing classroom. Generally, the benefits of technology in gaining new literacies, learning independent problem solving skills, and showing students the wide range of applications of composition in their lives outweigh the risks. In this resource, we suggest some ways that teachers can take advantage of widely available technologies to teach writing outcomes and help students develop multiple digital literacies. 

Mindmapping

There are a number of free options for mindmapping and similar exercises online, including MindMup , Bubbl.us , and Lucidchart , but common office programs like PowerPoint can also do the job.

Stages of the writing process:

• Invention/pre-writing
• Peer review
• Visually organizing an essay or argument
• Synthesis (spatially relating different concepts)
• Reverse-outlining an existing draft to understand how the pieces fit together

Affordances:

• Mindmapping digitally allows for easier movement, erasing, and re-doing than with pen and paper
• No constraints of paper size — maps can go wherever students take them
• Can use images, links, etc. from research in the maps
• Can spatially show (and compare/contrast) the relative importance of points, check for balance in developing arguments

Activities:

• Have a peer reviewer reverse-engineer an outline of their peer's paper and let the writer compare their own outline with the reviewer's. The writer and reviewer can discuss differences between the two outlines, evaluate the reviewer's response to what the writer intends to show in the paper, and make a revision plan.
• Have students synthesize multiple sources together using a mind map; first, make a mind map for each source summarizing its points, then connect the nodes to understand how the sources relate to one another, agree, and disagree.
• Have students create an outline of their paper with a mind map. Compare outlines on the board/projector to understand how different arguments can be organized through visual shapes (narrow at the top and broad at the bottom, like a triangle; narrow at beginning and end and wide in the middle, like a diamond; etc), and what each of these shapes can do.

Collaboration

Especially when teaching remotely, collaboration on writing projects is a common part of writing instruction. Leveraging technology effectively to help facilitate collaboration can help students focus on building collaboration skills rather than focusing on getting in touch with each other, and can help teachers more effectively monitor and help with collaboration in the moment. Tools for collaboration can vary depending on what's available, but Google Docs , Slack , and various kinds of video conferencing software (e.g., Zoom ) are common tools.

Stages: 

• All stages, but especially:
• peer review/revision
• brainstorming

Purpose: 

• Sharing work among students, especially when remote teaching or in case of absences, not finishing work in class, etc.
• Responding to feedback in a way that leaves a written record
• Co-writing documents for a group project
• Brainstorming, taking collaborative notes, or creating a wiki in class
• Rather than discussing peer review or feedback verbally in class, students can write feedback down in comments in Google docs or similar word processing software for later review
• Students can assign action items by tagging their classmates ("@Purdue Pete, could you look at this paragraph when you get a chance and let us know what you think?"); teachers and students can see division of labor in who is participating the most on the document 
• Students can still participate remotely in the case of illness or other absence
• In class, students can all contribute to a class document at the same time to create a crowdsourced wiki about a topic, share notes, etc.
• Have students doing group projects write a team charter memo collaboratively, laying out expectations for how their team will work together, solve conflict, and help each other get their work done.
• Have students use separate pages in a Google doc to answer discussion questions or take notes during a think-pair-share activity, so all the notes are available to all students afterwards.
• When introducing a new technology, have students create a list of tools or functions in the technology in a collaborative document, and then assign one tool or function to each student to research and create a guide on how to use it. Assemble the guides into a wiki that students can refer to when using this technology on another assignment.

Audio Production

Writing is not a purely textual endeavor: much of the journalism we encounter is in podcast form. This is not the only audio genre whose production is intertwined with the writing process, however. For instance, pop music can teach poetry in a way that engages young students. Similarly, audio dramas that tell stories with sound design are experiencing a resurgence from the days of radio. Assigning an audio composition can be a great way to help students learn multimodal literacies while still teaching organization, structure, and argument. Additionally, because the various genres of audio composition are more commonplace or "real" for students than something explicitly tied to school, like a traditional essay, these genres can give students opportunities to engage with audience and context in new ways. Though many programs can allow students to edit audio, one free, especially easy-to-use platform is  Audacity .

• Remediation
• Reflection after writing
• Specific audience and genre characteristics help students learn to analyze a rhetorical situation and adapt appropriately
• Finding and incorporating fair use music, sounds, and effects teach students about fair use, copyright, and attribution practices in public settings outside school
• Working with speech, sound effects, music, timing, and delivery encourages students to develop multimodal literacies that interact with and build on traditional written literacies.
• Have students produce a 3-5 minute podcast remediating a previous project, like a research paper or a literary analysis. Students can write a script, record the script, and include effects, music, and edit their own speech to fit the time constraints and needs of the piece. Students can then write a short reflection detailing how they rethought their original project with a new audience and context to create the podcast, and what design choices they made to achieve those goals.
• Have students record a voiceover for a PowerPoint or other presentation deck to make a presentation remotely; students can write a short reflection describing how they made conscious rhetorical decisions in accompanying their slide deck.
• Have students record an interview with a classmate, family member, teacher, etc., and edit the interview to tell a cohesive story in 5-10 min. Students can write a short reflection describing how they came up with interview questions, how they decided which material to keep and which to trim or delete, and how they set up the story for an interested audience with music and effects.

Visual Production

Much of the writing we encounter in our daily lives is accompanied by or part of a visually designed composition; blog posts include pictures and GIFs, websites focus on usable design, marketing materials grab our attention with photos and data visualizations, and infographics condense pages of text into quickly digestible bites of information. Many free online tools such as Canva  and Piktochart  give users templates to start with and the power to customize most features. Commonly available office software also has robust visual design capabilities, and students with access to professional-grade products like Adobe Photoshop can develop facility with industry-standard technology. 

• All, but especially:
• Working multimodally encourages students to adapt to changing rhetorical contexts and audiences
• Genre conventions for visual compositions help students gain genre awareness while building visual literacy
• Generally, visual production assignments allow students to play with arrangement and meshing textual and visual elements, similar to audio production
• Since some tools have premade templates students can use as starting places, there can be less anxiety about having to start from nothing; by the same token, students learn how to make customization decisions in accordance with their audience and context
• Like audio production, using a mix of elements means students have the opportunity to learn about citation and fair use outside of a school setting
• Have students remediate an essay or other project into an infographic for public consumption (or poster, to hang in classroom for future students, etc). Students can write a short reflection describing how they decided to rework their original project into something new for a new rhetorical situation.
• Have students create a photo essay with captions; students can write a reflection discussing their choices and intentions.
• Have students redesign a book cover, poster, course syllabus, assignment sheet, or other document to be both more visually appealing and more useable; students can write a reflection describing their rhetorical choices.

Is technology good or bad for learning?

Subscribe to the brown center on education policy newsletter, saro mohammed, ph.d. smp saro mohammed, ph.d. partner - the learning accelerator @edresearchworks.

May 8, 2019

I’ll bet you’ve read something about technology and learning recently. You may have read that device use enhances learning outcomes . Or perhaps you’ve read that screen time is not good for kids . Maybe you’ve read that there’s no link between adolescents’ screen time and their well-being . Or that college students’ learning declines the more devices are present in their classrooms .

If ever there were a case to be made that more research can cloud rather than clarify an issue, technology use and learning seems to fit the bill. This piece covers what the research actually says, some outstanding questions, and how to approach the use of technology in learning environments to maximize opportunities for learning and minimize the risk of doing harm to students.

In my recent posts , I have frequently cited the mixed evidence about blended learning, which strategically integrates in-person learning with technology to enable real-time data use, personalized instruction, and mastery-based progression. One thing that this nascent evidence base does show is that technology can be linked to improved learning . When technology is integrated into lessons in ways that are aligned with good in-person teaching pedagogy, learning can be better than without technology.

A 2018 meta-analysis of dozens of rigorous studies of ed tech , along with the executive summary of a forthcoming update (126 rigorous experiments), indicated that when education technology is used to individualize students’ pace of learning, the results overall show “ enormous promise .” In other words, ed tech can improve learning when used to personalize instruction to each student’s pace.

Further, this same meta-analysis, along with other large but correlational studies (e.g., OECD 2015 ), also found that increased access to technology in school was associated with improved proficiency with, and increased use of, technology overall. This is important in light of the fact that access to technology outside of learning environments is still very unevenly distributed across ethnic, socio-economic, and geographic lines. Technology for learning, when deployed to all students, ensures that no student experiences a “21st-century skills and opportunity” gap.

More practically, technology has been shown to scale and sustain instructional practices that would be too resource-intensive to work in exclusively in-person learning environments, especially those with the highest needs. In multiple , large-scale studies where technology has been incorporated into the learning experiences of hundreds of students across multiple schools and school systems, they have been associated with better academic outcomes than comparable classrooms that did not include technology. Added to these larger bodies of research are dozens, if not hundreds, of smaller , more localized examples of technology being used successfully to improve students’ learning experiences. Further, meta-analyses and syntheses of the research show that blended learning can produce greater learning than exclusively in-person learning.

All of the above suggest that technology, used well, can drive equity in learning opportunities. We are seeing that students and families from privileged backgrounds are able to make choices about technology use that maximize its benefits and minimize its risks , while students and families from marginalized backgrounds do not have opportunities to make the same informed choices. Intentional, thoughtful inclusion of technology in public learning environments can ensure that all students, regardless of their ethnicity, socioeconomic status, language status, special education status, or other characteristics, have the opportunity to experience learning and develop skills that allow them to fully realize their potential.

On the other hand, the evidence is decidedly mixed on the neurological impact of technology use. In November 2016, the American Association of Pediatrics updated their screen time guidelines for parents, generally relaxing restrictions and increasing the recommended maximum amount of time that children in different age groups spend interacting with screens. These guidelines were revised not because of any new research, but for two far more practical reasons. First, the nuance of the existing evidence–especially the ways in which recommendations change as children get older–was not adequately captured in the previous guidelines. Second, the proliferation of technology in our lives had made the previous guidelines almost impossible to follow.

The truth is that infants, in particular, learn by interacting with our physical world and with other humans, and it is likely that very early (passive) interactions with devices–rather than humans–can disrupt or misinform neural development . As we grow older, time spent on devices often replaces time spent engaging in physical activity or socially with other people, and it can even become a substitute for emotional regulation, which is detrimental to physical, social, and emotional development.

In adolescence and young adulthood, the presence of technology in learning environments has also been associated with (but has not been shown to be the cause of) negative variables such as attention deficits or hyperactivity , feeling lonely , and lower grades . Multitasking is not something our brains can do while learning , and technology often represents not just one more “task” to have to attend to in a learning environment, but multiple additional tasks due to the variety of apps and programs installed on and producing notifications through a single device.

The pragmatic

The current takeaway from the research is that there are potential benefits and risks to deploying technology in learning environments. While we can’t wrap this topic up with a bow just yet–there are still more questions than answers–there is evidence that technology can amplify effective teaching and learning when in the hands of good teachers. The best we can do today is understand how technology can be a valuable tool for educators to do the complex, human work that is teaching by capitalizing on the benefits while remaining fully mindful of the risks as we currently understand them.

We must continue to build our understanding of both the risks and benefits as we proceed. With that in mind, here are some “Dos” and “Don’ts” for using technology in learning environments:

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How Has Technology Changed Education?

Technology has impacted almost every aspect of life today, and education is no exception. Or is it? In some ways, education seems much the same as it has been for many years. A 14th century illustration by Laurentius de Voltolina depicts a university lecture in medieval Italy. The scene is easily recognizable because of its parallels to the modern day. The teacher lectures from a podium at the front of the room while the students sit in rows and listen. Some of the students have books open in front of them and appear to be following along. A few look bored. Some are talking to their neighbors. One appears to be sleeping. Classrooms today do not look much different, though you might find modern students looking at their laptops, tablets, or smart phones instead of books (though probably open to Facebook). A cynic would say that technology has done nothing to change education.

However, in many ways, technology has profoundly changed education. For one, technology has greatly expanded access to education. In medieval times, books were rare and only an elite few had access to educational opportunities. Individuals had to travel to centers of learning to get an education. Today, massive amounts of information (books, audio, images, videos) are available at one’s fingertips through the Internet, and opportunities for formal learning are available online worldwide through the Khan Academy, MOOCs, podcasts, traditional online degree programs, and more. Access to learning opportunities today is unprecedented in scope thanks to technology.

Opportunities for communication and collaboration have also been expanded by technology. Traditionally, classrooms have been relatively isolated, and collaboration has been limited to other students in the same classroom or building. Today, technology enables forms of communication and collaboration undreamt of in the past. Students in a classroom in the rural U.S., for example, can learn about the Arctic by following the expedition of a team of scientists in the region, read scientists’ blog posting, view photos, e-mail questions to the scientists, and even talk live with the scientists via a videoconference. Students can share what they are learning with students in other classrooms in other states who are tracking the same expedition. Students can collaborate on group projects using technology-based tools such as wikis and Google docs. The walls of the classrooms are no longer a barrier as technology enables new ways of learning, communicating, and working collaboratively.

Technology has also begun to change the roles of teachers and learners. In the traditional classroom, such as what we see depicted in de Voltolina’s illustration, the teacher is the primary source of information, and the learners passively receive it. This model of the teacher as the “sage on the stage” has been in education for a long time, and it is still very much in evidence today. However, because of the access to information and educational opportunity that technology has enabled, in many classrooms today we see the teacher’s role shifting to the “guide on the side” as students take more responsibility for their own learning using technology to gather relevant information. Schools and universities across the country are beginning to redesign learning spaces to enable this new model of education, foster more interaction and small group work, and use technology as an enabler.

Technology is a powerful tool that can support and transform education in many ways, from making it easier for teachers to create instructional materials to enabling new ways for people to learn and work together. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. It will be up to instructional designers and educational technologies to make the most of the opportunities provided by technology to change education so that effective and efficient education is available to everyone everywhere.

You can help shape the influence of technology in education with an Online Master of Science in Education in Learning Design and Technology from Purdue University Online. This accredited program offers studies in exciting new technologies that are shaping education and offers students the opportunity to take part in the future of innovation.

Learn more about the online MSEd in Learning Design and Technology at Purdue University today and help redefine the way in which individuals learn. Call (877) 497-5851 to speak with an admissions advisor or to request more information.

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How Technology Has Helped Students Survive During COVID-19

By elearning inside, december 07, 2020.

The onset of the global pandemic has highlighted a series of new social changes and restrictions. But with it, a whole new set of hardware and software technology has come to help us cope with the new normal. During the beginning of the lockdown a few months ago, businesses had to adapt quickly to survive. Millions of employees began working from home across the globe, and shoppers could not enjoy shopping in stores. However, despite the changes and challenges of COVID-19, a host of other sectors are thriving. This article explores how technology has transformed our daily lives and allowed us to cope during the pandemic.

Education Tools

Technology has changed education in America . When the world was hit by coronavirus and countries went on lockdown, all schools had to close immediately to avoid spreading the virus. Teachers had to find ways to communicate with their students because we are unsure when the pandemic will end. A few months ago, what was impossible has become a reality for many, and educational software tools allow students and teachers to communicate and learn.

One of the biggest challenges for distance learning is that discussions in classrooms and communication are more difficult when students and teachers are not in the same classroom. Most of the tasks must also be driven by self-direction, and it may be difficult for younger students to focus on while learning.

This is where teaching management systems like Google classrooms and Canvas, and even virtual reality have come into play and mitigated the issue and has helped support teachers in directing their students better. Virtual teaching was borne out of a need during the coronavirus pandemic. Most schools have adopted this new way of learning, and even if they go back to the classroom, some will still use online learning and blend it into their curriculum even after the pandemic.

Remote Working Technology

It is no secret that the usual workplace has changed forever, and what you used to know as regular working days have changed entirely now that you can do them all from home. As your work schedule has been altered, the technologies you used to work with have also changed.

Technologies like Zoom saw their users rise from 10million to 200million per day as more people started using video communication software to communicate with families and colleagues more than ever before. Microsoft teams, just like Zoom, has seen a large increase in the number of users. It’s mainly used for workplace meetings and communications.

As the pandemic continues to spread across the World and the uncertainty continues, more and more people are getting used to working from home, and software like Zoom makes work easier for them to communicate with each other.

Financial Technology

Another area that has seen a boost in usage during the pandemic is financial technologies (FinTech). FinTech services have become more popular as a way to buy and sell goods digitally. More than half of the World’s population is now practicing self-isolation. This means that local businesses, casinos, restaurants, and whatnot are closed down or minimizing the number of people who can come into their premises.

However, with the development of FinTech, people can order their things online and have them delivered to their homes. You can order food, grocery, and anything you need and have it delivered to your doorstep. This is only possible because different financial technologies have made money transfer safe and secure.

Internet of Things (IoT)

Internet of things devices are now found in most households , from smart speaker devices to yoga mats and even toasters and fridges. Developers see an opportunity to incorporate digital transformations in homes. The use of such devices has increased during the pandemic period as more people are looking for home convenience.

Internet of Things devices can also be used in the fight against COVID-19. Researchers suggest that an IoT enabled healthcare system can monitor COVID-19 patients by implementing an interconnected network. The technology can help increase patient satisfaction and reduce the readmission rate in hospitals. It can also be used to gather patient information remotely for assessment and recommendations.

IoT has also helped businesses and has had a positive impact on their ability to function during the pandemic. It has also helped employees while working from home, freed up their time, and has a significant return on investment for most businesses.

Drone Technology

During the pandemic, many countries tried to take advantage of drone technology in different scenarios. Some countries in Africa, like Malawi, Rwanda, and Ghana, are using drones for transportation and delivery purposes during COVID-19. They would deliver and pick up medical supplies to reduce transportation time and minimize infection and exposure risk.

Companies like Amazon are also utilizing drone technology, granted permission by the US government to start a trial with a drone delivery service. In Ireland, Tesco was given permission to start a delivery grocery service drone, which cut delivery service time, freed delivery drivers, and helped vulnerable customers during the pandemic.

The technology has also seen applications in other industries besides E-commerce. NHS Clinical Entrepreneur Programme is running a project to have medical supplies delivered between hospitals across the UK to cut delivery time and free up human resources.

There have also been media reports of the use of drone technology for aerial spraying disinfectant in some public places to mitigate the spread of the coronavirus. Countries that used drones to spray public areas were the UAE, China, Spain, and South Korea. Some companies even claim to have been able to cover around 3km of spraying.

Several law enforcement agencies and public safety organizations around the World have used drones to survey public spaces and to enforce quarantine messages over loudspeakers, and tracking non-compliant citizens. The use of drones to send out messages reduces the possibility of responders directly contacting a potentially infected population. Some academic groups even used drone technology to conduct symptoms tracing, enabled by thermal imagery and artificial intelligence.

Drone tech has been utilized across various industries, including the military, oil and gas, and emergency services.

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More From Forbes

Students aren’t writing well anymore. can ai help.

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A group of students begins an in-class writing test. According to new data analysis, half of U.S. ... [+] eighth graders have difficulty with long-form writing on tests and classwork that involves reading.

Fifty percent. That’s the approximate number of students in eighth grade who struggle with long-form writing on tests and classwork that involves reading.

A colleague of mine, L Burleigh, studying reading data collected in 2022 from the National Assessment of Educational Progress (NAEP) found that fewer than half of eighth graders write “long answers to questions on tests or assignments that involve reading.”

While people may put a premium on the notion of short and sweet when it comes to writing and reading – doing so at formative ages means that young learners will not build the skills they need to convey and explain ideas and information.

Writing Frequency Matters

Frequency of practice is a common theme cited by both researchers and teachers in assessing causes for declining K-12 student writing skills. Middle and high schoolers simply are not engaging in and practicing writing enough. The reasons for this are myriad but overburdened teachers without the time or support to grade more frequent writing assignments is a significant factor.

In a survey I did with some colleagues a few years ago, a key challenge was workload. More than 70 percent of educators say they are overwhelmed with grading, providing feedback, and other administrative tasks. Additionally, according to our report, educators in low-income schools are almost 20 percent more likely than teachers in other schools to report being overburdened by routine duties like grading essays.

In short, kids are not writing as much as frequency in writing education falls victim to staffing, time, and resource shortages.

Highlighting this point is NAEP reading data for eighth graders collected by L that included the following question to students about their writing habits: “How often have you been asked to write long answers to questions on tests or assignments that involved reading?” The results: Never - 2%; Once - 3%; Two or Three Times - 22%; Four or Five Times - 25%; More than Five Times - 48 percent.

Ukraine Is Mobilizing Tens Of Thousands Of New Troops They Need A Lot More Armored Vehicles

When is ‘the voice’ season 25 finale all about the star-studded event, ios 17 5 1 emergency fix issued to all iphone users, using ai to aid writing gains.

There’s lots that can be done to fix this problem: Improved teacher professional development, greater emphasis on writing across the curriculum, etc. For my part, I’m optimistic that AI will be a deep help to students, given recent advances in the technology, and many are exploring new avenues to support students in boosting their long-form writing ability.

For instance, the team at ThinkCirca is working on a formative assessment and feedback tool to enhance student writing. This tool focuses on argumentative essays and identifies key elements within the text as students write. By highlighting these elements, the tool provides real-time assessment and feedback, creating mini-instructional moments that guide students in improving their arguments during the writing process.

Large language models can help, too. Indeed, just asking ChatGPT provides helpful feedback. But for more targeted support, researchers have found that fine-tuning is necessary. For instance, when researchers looked at holistic scoring using ChatGPT (version 4), they found the technology could provide human-level performance.

However, when asking the chatbot to focus on more granular, discourse-level evaluation, ChatGPT began to struggle. More specifically, it had a hard time identifying the distinct elements of argumentative writing (e.g., claim, counterclaim, rebuttal, supporting evidence). Additionally, ChatGPT was a more generous grader than humans when focused on smaller writing segments, like discourse elements, rating them at a higher effectiveness level than a human would.

This finding makes sense because chatbots are usually trained to create text using thousands of example essays. However, chatbots don't see many examples of labeled essay parts during their training compared to tasks like summarizing a text or analyzing the emotion of an essay. So, while ChatGPT is not as reliable for evaluating the structure of an essay due to its lack of training, it is extensively taught on what forms a strong long-form essay and its ability to generate essays is an area of greater concern for educators.

Some worry certain LLM technologies could help students cheat by doing their long-form writing for them, although recent research from Stanford and others indicates this is not occurring as frequently as initially feared. The potential benefit of incorporating technology to help students strengthen their writing skills may far outweigh any risks posed by introducing AI solutions – especially since researchers point out that declines in student writing can be traced to how often students are engaging in long-form writing.

Even as AI carves out its place in improving student writing, staying true to some hallmark tenets is recommended to help young learners build on the writing skills and abilities deemed indispensable in the workforce.

Whether gains on this front are realized through AI or teacher interaction, the ultimate goal is to make the essential communication and job skill of writing something that students can navigate naturally and with confidence that will carry them successfully through college and the workforce.

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Essay on Importance of Educational Technology for Teaching and Learning

Technology has rapidly changed the human lifestyle as it has changed the education sector. It is gradually and steadily taking over our education systems which are a few years behind. The website is about how technology is transforming learning by modifying how, where, and when learners learn, as well as empowering them at every step of the journey by offering them a choice over how they study, improving education meaningful to their digital lives, and equipping them for their futures (Kobayashi, 2008, p. 13). When students have access to technology and resources beyond the classroom, they are motivated to become logical thinkers, collaborators, and creators. When technology is correctly incorporated into the classroom, learners acquire a passion for learning (Bishop et al., 2020, p. 26).

Equitable use of technology refers to learners gaining access to information technology despite social status, economic status, ethnicity, physical ability, age, or other qualities. Despite technology having essential opportunities to learn, it is also a basic component in aiding students with gaining the skills and knowledge they require to be digital citizens. Insufficient access to information and technology denies students learning experiences and may limit their future opportunities. Equitable use includes ensuring that each student has the chance to learn from technologically advanced teachers.

Ethical use of technology is the use of technology in an appropriate way to gain from its use rather than using technology selfishly or enviously. Technology and internet use differ for each student. Students may not be victims of cyberbullying and copyright issues, but teachers should ensure that the students obtain the right skills to use technology and the internet.

Educational technology should help instill social responsibility among learners. Social responsibility is the use of technology in an ethical framework to benefit the student, the school, and the community at large. Both teachers and students have the responsibility to use technology responsibly. Students should adopt from activities that make them irresponsible such as software pirating, hacking, and illegal online activities. This helps the students have digital etiquette. Teachers should model ethical technology usage for their learners, acting responsibly.

Research has been done on educational technology to facilitate learning. Different resources were used in this research. Such resources include statistical software, reference management, and online storage. Statistical software helps to improve research expertise, increase speed and robustness of research work, reduce human errors in data analysis, and ease and increase the efficiency of research work.

Reference management refers to archiving of research and findings. The introduction of referencing management has reduced the strictness of referencing rules. Students need to understand the referencing systems to effectively make use of them in class work or the future. Referencing management offers students with research resources such as books, journal articles, conference papers, and thesis.

Online storage is an essential resource for research. It involves moving data to the cloud. It ensures secure data management and storage. Online storage comes with several advantages such as accessing data while anywhere, easy sharing of data, quick data recovery, and many others. On the other hand, in case of improper handling, it can be hazardous. It is also a more convenient and efficient means of obtaining information from students, instructors, and guardians. First of all, web surveys ensure a short time for collecting responses and are both cost and time-effective (“Educational resources and technology,” n.d., p. 2).

Technology integration engages students and allows the teachers to differentiate their learning in multiple ways. This might be frustrating at times, but there are many innovative ways to incorporate technology into regular teaching. One such method is Game-Based Learning and Assessment. Some of the concepts that we know are important in the theory include the ideas of relevant context, having a reason for carrying out various tasks, the cognitive integrity of what is happening in one’s brain while engrossed with the game is similar to the situation in real life utilizing language, the emotional aspect – having an interaction with the game is advantageous to learning. Another method of integration is videos, podcasts. and slideshows created by students One of the key principles of digital or internet literacy is that learners should become makers and critics of media rather than merely consumers.

Technology is integrated into the curriculum instructional design for different reasons. For example, to motivate students, provide new approaches, and increase productivity. Technology must be easily accessible and be used at a point of instruction. Each level must plan well so that technology may be integrated efficiently and easily into the education curriculum. In a curriculum, technology can be integrated with specific disciplines for effectiveness, efficiency, and ease of implementation. You can benefit from considering the usage of technology is an integral part of the curriculum design process through developing new solutions to cope with educational issues and communicate ways to facilitate discussion.

Formative assessment is the process of obtaining feedback to improve the continuing teaching and learning environment. Summative assessment strategy is a method of determining a student’s measure of success by the end of each education session. Integrating technology with formative and summative assessment strategies helps students engage and promote critical thinking. Other advantages include the useful clarification of grading standards as well as the increase of the integrity and consistency of academic results.

Educational technological tools that an educator uses to instill self-directedness and independent learning nay include online education. It introduces students to a broad variety of online materials addressing their points of interest, something that they can learn at their speed. Online learning improves student learning performance. Open educational resources are also another tool offering a solution by lowering the cost of materials for students while increasing their dependence on digital resources.

Assistive technology, particularly in the classroom, is reshaping what is possible for persons with a wide range of learning, cognitive, and physical skills and impairments. Some examples include e-books and apps. There are apps for accessing digital books on handheld devices. Accessibility preferences and some other built-in accessibility options in our handheld devices support many features which are used for different purposes for example text-to-speech output.

Bishop, M. J., Boling, E., Elen, J., & Svihla, V. (2020).  Handbook of research in educational communications and technology: Learning design . Springer Nature.

Educational resources and technology. (n.d.).  https://doi.org/10.21777/2500-2112

Integrating technology into the curriculum . (n.d.). Share and Discover Knowledge on SlideShare.  https://www.slideshare.net/HinaKaynat/integrating-technology-into-the-curriculum-69929434

Keengwe, J. (2013).  Research perspectives and best practices in educational technology integration . IGI Global.

Kobayashi, R. (2008).  New educational technology . Nova Publishers.

Rolfe, V. (2012). Open educational resources: Staff attitudes and awareness.  Research in Learning Technology ,  20 (0).  https://doi.org/10.3402/rlt.v20i0.14395

Using technology to facilitate formative and summative assessments . (n.d.). Sherrilyn’s Classroom.  https://sherrilynhicks.weebly.com/sherrilyns-blog/using-technology-to-facilitate-formative-and-summative-assessments

What is successful technology integration?  (2007, November 6). Edutopia.  https://www.edutopia.org/technology-integration-guide-description

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Technology In Education Essay

Essay On Technology In Education- Technology makes education very easy. Technology is now very essential to maintaining society, and it will definitely have an impact on education. In today's life, technology has made study easier. Here are 100, 200 and 500 word essays on Technology In Education

Technology plays a huge part in education. The students' learning process gets simpler as technology advances. Students can easily learn the concepts thanks to technologies utilised in schools and universities, such as computer labs and high-end equipment and instruments. In today's life, technology has made study easier. Here are some sample essays on Technology In Education

100 Words Essay On Technology In Education

Technology makes education very easy. Technology is now essential to maintaining society, and it will definitely have an impact on education. Previously teachers didn't allow students to use technology in education. Today's everything is connected to technology including education,communication, etc. Although technology has been a part of our lives for many years, the development and use of technology in education have only lately started to take shape. One of the most crucial things we have now that can help students perform better academically is technology. As technology advances, it creates new opportunities for students to interact and learn through a variety of sources. Online classes are the best example of technology.

200 Words Essay On Technology In Education

The word "technology" is derived from the Greek word "tekhnologia," where "tekh" signifies an art, a skill, etc., and "logy" defines a subject of interest. Technology makes our tasks easy and makes life easy. Today, technology plays a significant role in our lives and offers a digital platform. The term "smart classes" is being used increasingly in schools and colleges, and these classes are the best use of technology.

Technology And Education

Technology made education easy and attractive. Students study because of technology with their mobile phones and laptops.

By using technology, online classes have started, and students love doing smart classes.

Technology keeps students updated on the world and shows the right direction to do good in education.

Through technology, students can read newspapers daily wise. Technology made education easy and attractive.

From technology, schools make their app and take attendance online, which helps the environment also by not using paper and pen.

Technology attracts children more, which helps them to choose their path.

Education should not be done with only books; students should get a chance to explore their knowledge and try something new. Technology is the best thing to explore. By using technology, students' knowledge will grow faster than before.

500 Words Essay On Technology In Education

Technology has become an integral part of education because of different apps and websites. Nowadays, if you want to clear your doubts or to know your syllabus, everything is available online. Nowadays, education is nothing without technology.

Is Technology Helpful In Education?

Yes, technology is helpful to education. Nowadays, you will see the difference in how technology has changed teaching. In older days, students read from their books, and if they faced any problem, they would ask their teachers the next day at school or for tuition.

But nowadays, students clear their doubts by using apps and websites. Due to technology, they can also ask a question or can have live interaction with their teachers personally. Education has progressed a lot.

Technology has made education easy, and today we have multiple options to clear our doubts and interact online with our teachers. Nowadays, we have easy access to the internet, and other helping apps have made education accessible and exciting.

Technology is essential for students. Parents and teachers should permit their children to use technology for their students because time has changed, and the mode of education should also be changed. Students should be given a chance to learn something new and exciting and technology makes it possible.

Different Technologies for Education

Many devices make education easier for students and clear students' doubts. Some of them are-

Laptops | One of the best tools for learning is a laptop. You can obtain information on the Internet either in written form, video form, or audio form. On several applications and websites, you can find tutors who can give you a thorough explanation. Students can acquire extensive information and have their questions answered thanks to it. You may effortlessly visit several educational portals using a laptop.

Smartphone | Smartphones are smaller versions of laptops; you can use them more easily than laptops and take them with you wherever you go. It is user-friendly due to its compact size and simple internet connection. Students can speak with their teacher about questions using a smartphone. Many students have smartphones, which they use for academic purposes. Numerous apps were available for students on mobile devices.

Kindle for Textbooks | Kindle Textbooks are a type of online book. Kindle books are available at half the price of paper books. This helps to reduce the production of paper, which allows our environment and online books to be easily stored. Kindle Textbooks are popular these days. Many students use them.

My Experience

From the 12th standard, I used a smartphone and laptop for education. Technology makes study easier. When I didn't understand something from school, I used to look for those online and try to clear all my doubts by watching topic specific videos. In my school days, I learned different crafts and drawing skills by watching videos online. I used to take help from online videos to understand many science experiments and easy tricks to solve various mathematical questions. Technology in education is perfect for the future because the use of technology in education will bring a drastic change in our education system.

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AI is tutoring and teaching some students, reshaping the classroom landscape

When you hear “AI” and “schools” in the same sentence, you might think ‘Wait a minute, isn’t that how kids cheat these days?’ Not exactly, say some of the nation's hardest working educators, now using new AI “ edtech ” tools to help overhaul a long-suffering public education system. 

“AI and adaptive software have completely changed how our classrooms look, our school climate, and culture. The student engagement is absolutely magnificent,” Pease Elementary School Principal Micah Arrott said over video call from her office in Odessa, Texas.

Since taking the helm in 2021, Arrott’s one of a few thousand school leaders nationwide to go all-in on “ blended learning .” Teachers now use tablets with programs like Age of Learning’s My Math Academy and My Reading Academy to provide tech-assisted one-on-one instruction tailored to every student. 

“It has really changed everything, and it’s really magical when you experience our campus now compared to three years ago,” Arrott explains. 

“This (My Math Academy) provides us a way to reach every single one of our kiddos where they are and how they learn best,” Pease Kindergarten teacher Shadiana Saenz adds. “They don't necessarily come from a background where they get what they need all the time.” 

Can AI help students recover from pandemic learning loss?

Three years ago, students were just returning to classrooms in the wake of the COVID-19 pandemic. Arrott was still relatively new to the principal role at the pre-K through 2nd grade school, with a student body of around 550 kids. And she faced even more challenges. 

Odessa is on the westernmost borders of America’s heartland, the location of one of the most productive oil fields in the world. It’s also home to the football team that inspired the book, then movie, then TV series, " Friday Night Lights ." 

It’s also a region that knows the high highs of oil booms and winning streaks, and the low lows of busts and losses. The year 2021 was a low. 

Between a series of oil industry bankruptcies and the pandemic’s impact on the already economically challenged area, Arrott had to fight to keep the majority of her student body – primarily Hispanic and financially disadvantaged – from falling even further behind. 

The Texas Education Agency (TEA), which oversees public schools in Texas, gave Pease an “F” grade based on student achievement and test scores. Ironically, a poor grade can make it harder for schools to get desperately needed funding and support. 

At a time when everyone was struggling – not just at Pease, but in similar public schools and communities throughout the country – educators needed a Hail Mary. And new AI tech tools delivered.

What are the benefits of AI in classrooms? 

“There are no classrooms where all of the students learn the exact same way and are at the same level,” Diana Hughes , Vice President of Product Innovation and AI at Age of Learning, said over a video call. “What we see in the more than 600,000 classrooms we’re in is that kids are all over the place, and few are where they’re supposed to be when we start.” 

Hughes says there are several reasons for this, and she’s been working to solve it since first starting with the company’s flagship ABCmouse platform more than a decade ago. 

“What we know from extensive research actually works, is to assess every single child to find out what they know, don't know and are ready to learn,'' she says. "Then, you go back and reteach anything that they don't understand – and then go forward. You don't move on unless every single kid in the class has mastered it. And then you do that all day, every day, for the rest of their education. And that's a bonkers thing to ask an individual teacher to do for all 30 kids in their classrooms.”

This, Hughes says, is where AI can change their futures. 

“We introduce a new concept, give them some experience with it, and then we have games that are designed to assess what they understand,” Hughes explains. “So, they're playing a game, we're getting a lot of data about whether they've understood (what they’ve been taught) or not. And if we get a sense that they don't understand, for example, by getting wrong answers, then we can apply extra feedback.” 

What sets this approach apart from “standard” classroom learning is that it only moves on to the next topic or idea when the student is ready. “The system is sort of going through this loop of teaching, assessing, assisting if needed, and then making a choice about what (the student) is ready for,'' Hughes says. "It’s completely different from the ‘one-size-fits-all approach of traditional models. This way, no one else gets left behind, and advanced students don’t get held back either.”

The results speak for themselves. Age of Learning has a track record of success in some of the country's most at-risk and low-performing schools, including Jefferson County in Tallahassee, Florida. After 15 years of “failure,” with students often five years behind their grade level, assessment scores increased after as little as 12 hours of AI-assisted learning. 

Will AI replace teachers? 

At a very different sort of school, Austin’s $40,000 per year private Alpha High School is filled with students using app-based “AI Tutors” to score an average of 1545 (out of 1600) on their SATs. The national average is 1030 . 

“AI is a great equalizer,” MacKenzie Price, co-founder of 2hr Learning and Alpha School , says over the phone. “AI is infinitely patient; it doesn't care how fast or slow it takes you to learn a concept, which is impossible in a traditional classroom. It doesn't care if the student is Black or white or brown. It doesn't care if the student is rich or poor. And it also doesn't care if a kid is in the 10th or 99th percentile. It can raise the bar of what's possible.” 

In “Alpha School,” students spend two hours in the morning focused on personalized education supercharged by AI, with instructors taking the role of “supportive guide and counselor” rather than “traditional teacher,” Price says. Students spend the remaining hours of the school day on life skills, arts, sports, and even entrepreneurship. 

“It has made learning a lot more fun,” says 18-year-old Peyton Price, a senior at Alpha High (and MacKenzie Price’s daughter). One example Peyton shared is recently using AI to replace lyrics to the Taylor Swift song “Blank Slate” to help her study for her AP U.S. Government final.

“Nice to meet you, let's begin, explaining AP Gov, where to begin? Declaration of Independence, set the stage, for American democracy, a turning page … Natural rights, sovereignty, social contract, it's true, these are the principles that guide what we do.”

She also uses another of her mother’s latest tech tools, a new “ TikTok for studying ” called TeachTap . In the app, students learn from AI-generated versions of Albert Einstein, Harriet Tubman, Marie Curie, and hundreds of other historical figures who speak to – and interact with – them. TeachTap starts free but runs anywhere from $20 for “discounted course access ” to $250 for “unlimited AP test prep.” 

“A lot of adults and educators are like, ‘TikTok is bad, or social media is hurting you,’” Peyton explains, “but what’s working for my generation is people who ask us, ‘What are the things you find interesting, what do you enjoy,’ and then figure out how to make a version of that to help with our education.” 

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MacKenzie Price adds, “That’s what we’re doing here, taking all those potential negative effects of screen time and turning that into learning. We’re taking the power of AI and using it for good.”

Can AI help all the kids at public schools?

Back in Odessa, 8-year-old second grader Trip Galloway tells a similar story. Trip is an advanced student at Pease Elementary. “He’s in the second grade but already reading at ninth grade level,” his mother Savannah said over the phone. “He learns so quickly that he was getting bored and just kind of tuning out in school. Once they started AI learning, he’s able to excel, concentrate, and work more to his ability.” 

“It’s important because it teaches us things the teacher wouldn’t normally (be able to) because the apps teach you when you need it,” Trip chimes in. “Most of my friends are a grade level under me, and it didn’t used to be any fun. Now it’s fun.”   

When I ask Trip what it would be like to return to how things used to be in his classroom, he groans and says, “It would feel boring because, with the (AI), we’re doing our things faster and more fun. It’s way better than doing worksheets all day and having the teachers teach us all day.” 

That’s a tough sentiment for veteran teachers like Carlton Conn-Oquendo to hear. She’s taught various grades and subjects at Chicago’s Hawthorne Scholastic Academy for some 42 years and knows firsthand that for all the help AI tools can give students and teachers, they won’t ever replace the single most crucial part of her job. 

“Technology is a great tool, but it can’t replace the human connection,” she says over the phone. “Most of us still remember that one teacher who really spoke to us and influenced us. You can augment all you want with technology. But it really, really makes an impact on children to have that connection.”

Jennifer Jolly is an Emmy Award-winning consumer tech columnist and on-air correspondent. The views and opinions expressed in this column are the author's and do not necessarily reflect those of USA TODAY. Contact her at [email protected].

Teachers working around AI tools as student use of Chat GPT grows in high schools

The use of Artificial Intelligence continues to grow all around the world, including in our schools.

Students are using these tools to help write papers.

But that leads to the question about ethics and whether students are actually learning.

"Write about the top three issues that presidential elections that young people care about," Juno Wozny typed into ChatGPT.

The 18-year-old showed News 3 how she uses the AI tool that allows you to have human-like conversations to complete tasks.

Within seconds an entire paper popped up on her screen, something that would have taken many of us hours of research and writing to complete in the past.

"There's plenty of ways where it can be used," Wozny said. "You could put your essay in there and say, write it at this level grade."

MORE NEWS 3 | CCSD principal sends message about students bringing weapons as 'protection' to school

The Rancho High School student, graduating in just a few days, says this is just one of several AI tools she's used to help her at school.

"I take little snippets and then I'd also do a little research on my own and just type it up like that," she said.

Wozny's history teacher Reuben D'Silva says he caught on quickly that students were using AI for school work.

"I was getting perfect essays, you know from the prompts I was putting up for students, down to the commas in the punctuation," said D'Silva. "I was getting these like theses back from students, you know, five-paragraph responses within hours of those assignments."

When he would confront students, he said they would get creative.

"They started getting better at it, you know, you know, copy and pasting certain portions, doing their own writing into the mix," said D'Silva.

There are several AI detection tools online.

But D'Silva says he doesn't use them because they don't have 100% certainty.

So, he's been taking a different approach.

"We're taking it back to the 80's, 70's," said D'Silva. "A prompt on the board and then having the students write then and there you're right in front of me."

AI has been taking over schools nationwide over the last two years.

The ACT, the nonprofit that administers the college readiness exam, released a report in December after polling more than 4,000 high school students around the country. https://www.act.org/content/dam/act/secured/documents/High-School-Students-Use-and-Impressions-of-AI-Tools-Accessible.pdf

It showed that 46% of students reported using ai tools, the most common being Chat GPT.

46% of the students who used AI said they used it for school assignments.

64% of those students reported they used AI tools a few times a month or less.

News 3 asked Wozny if she believes she's still learning of using AI.

"It's not necessarily not doing your work," said Wozny. "It's more of just looking for extra assistance when sometimes you're a little too scared to ask teachers or whatever."

Last year, Chat GPT was banned by some of the largest districts.

New York City Public Schools was included on that list.

But last May the district reversed the decision and instead created a policy around how to best use it.

D'Silva agrees that AI can be valuable for students if used correctly.

"We should try to embrace it and see how we can, you know, create a partnership now of technology, student needs, teacher expectations," he said.

News 3 reached out to the Clark County School District regarding its policy on AI use.

In a statement, the district said:

"CCSD continues to monitor emerging artificial intelligence technology, such as ChatGPT, Gemini, and others. While new technologies may provide opportunities for student learning, the District is still evaluating the best options for using these programs on CCSD devices.

Using such technology to complete school work could violate the Student Code of Conduct and may result in a failing grade or loss of credit for the assignment or task, detention, and/or suspension."

What are your thoughts on students using AI for school work?

Reach out to the Crisis in the Classroom tip line by emailing [email protected] or calling 702-805-0489.

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Why writing by hand beats typing for thinking and learning

Jonathan Lambert

If you're like many digitally savvy Americans, it has likely been a while since you've spent much time writing by hand.

The laborious process of tracing out our thoughts, letter by letter, on the page is becoming a relic of the past in our screen-dominated world, where text messages and thumb-typed grocery lists have replaced handwritten letters and sticky notes. Electronic keyboards offer obvious efficiency benefits that have undoubtedly boosted our productivity — imagine having to write all your emails longhand.

To keep up, many schools are introducing computers as early as preschool, meaning some kids may learn the basics of typing before writing by hand.

But giving up this slower, more tactile way of expressing ourselves may come at a significant cost, according to a growing body of research that's uncovering the surprising cognitive benefits of taking pen to paper, or even stylus to iPad — for both children and adults.

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In kids, studies show that tracing out ABCs, as opposed to typing them, leads to better and longer-lasting recognition and understanding of letters. Writing by hand also improves memory and recall of words, laying down the foundations of literacy and learning. In adults, taking notes by hand during a lecture, instead of typing, can lead to better conceptual understanding of material.

"There's actually some very important things going on during the embodied experience of writing by hand," says Ramesh Balasubramaniam , a neuroscientist at the University of California, Merced. "It has important cognitive benefits."

While those benefits have long been recognized by some (for instance, many authors, including Jennifer Egan and Neil Gaiman , draft their stories by hand to stoke creativity), scientists have only recently started investigating why writing by hand has these effects.

A slew of recent brain imaging research suggests handwriting's power stems from the relative complexity of the process and how it forces different brain systems to work together to reproduce the shapes of letters in our heads onto the page.

Your brain on handwriting

Both handwriting and typing involve moving our hands and fingers to create words on a page. But handwriting, it turns out, requires a lot more fine-tuned coordination between the motor and visual systems. This seems to more deeply engage the brain in ways that support learning.

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"Handwriting is probably among the most complex motor skills that the brain is capable of," says Marieke Longcamp , a cognitive neuroscientist at Aix-Marseille Université.

Gripping a pen nimbly enough to write is a complicated task, as it requires your brain to continuously monitor the pressure that each finger exerts on the pen. Then, your motor system has to delicately modify that pressure to re-create each letter of the words in your head on the page.

"Your fingers have to each do something different to produce a recognizable letter," says Sophia Vinci-Booher , an educational neuroscientist at Vanderbilt University. Adding to the complexity, your visual system must continuously process that letter as it's formed. With each stroke, your brain compares the unfolding script with mental models of the letters and words, making adjustments to fingers in real time to create the letters' shapes, says Vinci-Booher.

That's not true for typing.

To type "tap" your fingers don't have to trace out the form of the letters — they just make three relatively simple and uniform movements. In comparison, it takes a lot more brainpower, as well as cross-talk between brain areas, to write than type.

Recent brain imaging studies bolster this idea. A study published in January found that when students write by hand, brain areas involved in motor and visual information processing " sync up " with areas crucial to memory formation, firing at frequencies associated with learning.

"We don't see that [synchronized activity] in typewriting at all," says Audrey van der Meer , a psychologist and study co-author at the Norwegian University of Science and Technology. She suggests that writing by hand is a neurobiologically richer process and that this richness may confer some cognitive benefits.

Other experts agree. "There seems to be something fundamental about engaging your body to produce these shapes," says Robert Wiley , a cognitive psychologist at the University of North Carolina, Greensboro. "It lets you make associations between your body and what you're seeing and hearing," he says, which might give the mind more footholds for accessing a given concept or idea.

Those extra footholds are especially important for learning in kids, but they may give adults a leg up too. Wiley and others worry that ditching handwriting for typing could have serious consequences for how we all learn and think.

What might be lost as handwriting wanes

The clearest consequence of screens and keyboards replacing pen and paper might be on kids' ability to learn the building blocks of literacy — letters.

"Letter recognition in early childhood is actually one of the best predictors of later reading and math attainment," says Vinci-Booher. Her work suggests the process of learning to write letters by hand is crucial for learning to read them.

"When kids write letters, they're just messy," she says. As kids practice writing "A," each iteration is different, and that variability helps solidify their conceptual understanding of the letter.

Research suggests kids learn to recognize letters better when seeing variable handwritten examples, compared with uniform typed examples.

This helps develop areas of the brain used during reading in older children and adults, Vinci-Booher found.

"This could be one of the ways that early experiences actually translate to long-term life outcomes," she says. "These visually demanding, fine motor actions bake in neural communication patterns that are really important for learning later on."

Ditching handwriting instruction could mean that those skills don't get developed as well, which could impair kids' ability to learn down the road.

"If young children are not receiving any handwriting training, which is very good brain stimulation, then their brains simply won't reach their full potential," says van der Meer. "It's scary to think of the potential consequences."

Many states are trying to avoid these risks by mandating cursive instruction. This year, California started requiring elementary school students to learn cursive , and similar bills are moving through state legislatures in several states, including Indiana, Kentucky, South Carolina and Wisconsin. (So far, evidence suggests that it's the writing by hand that matters, not whether it's print or cursive.)

Slowing down and processing information

For adults, one of the main benefits of writing by hand is that it simply forces us to slow down.

During a meeting or lecture, it's possible to type what you're hearing verbatim. But often, "you're not actually processing that information — you're just typing in the blind," says van der Meer. "If you take notes by hand, you can't write everything down," she says.

The relative slowness of the medium forces you to process the information, writing key words or phrases and using drawing or arrows to work through ideas, she says. "You make the information your own," she says, which helps it stick in the brain.

Such connections and integration are still possible when typing, but they need to be made more intentionally. And sometimes, efficiency wins out. "When you're writing a long essay, it's obviously much more practical to use a keyboard," says van der Meer.

Still, given our long history of using our hands to mark meaning in the world, some scientists worry about the more diffuse consequences of offloading our thinking to computers.

"We're foisting a lot of our knowledge, extending our cognition, to other devices, so it's only natural that we've started using these other agents to do our writing for us," says Balasubramaniam.

It's possible that this might free up our minds to do other kinds of hard thinking, he says. Or we might be sacrificing a fundamental process that's crucial for the kinds of immersive cognitive experiences that enable us to learn and think at our full potential.

Balasubramaniam stresses, however, that we don't have to ditch digital tools to harness the power of handwriting. So far, research suggests that scribbling with a stylus on a screen activates the same brain pathways as etching ink on paper. It's the movement that counts, he says, not its final form.

Jonathan Lambert is a Washington, D.C.-based freelance journalist who covers science, health and policy.

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What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.

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Other Papers Say: Cellphones threaten learning

The following editorial originally appeared in The Seattle Times:

It’s hard to believe there is any debate at this point around students using their cellphones in school.

Every month brings new evidence of phones’ damaging effects on kids’ developing brains and mental health. Schools and districts across the country are prohibiting their use in class and seeing an upturn in student performance when they do.

Last year, Florida became the first state requiring all public schools to ban student cellphone use during classes. Utah Gov. Spencer Cox hasn’t gone that far, but he is urging the state’s Board of Education to lay down rules removing cellphones from classrooms.

Yet Washington, where adults are wringing their hands over sagging student scores, has backed away from anything so strict. Rep. Stephanie McClintock, R-Vancouver, attempted to pass legislation asking the Office of the Superintendent of Public Instruction to conduct a mere pilot study on the effects of banning cellphones. Her bill never made it to the floor. (Office of the Superintendent of Public Instruction plans to offer guidance anyway, according to a spokesperson.)

Fair enough. This a strong local-control state. But this is also a moment for real leadership, and so far, few local school boards are showing it.

The Peninsula School District is an exception. Parents began begging for help controlling student cellphone use after the pandemic because kids, quite clearly, are unable to limit themselves.

“I’m not a clinician but it appears to be an addiction — just a complete inability to break away,” said Kris Hagel, executive director of digital learning in the Peninsula schools, which serve Gig Harbor.

Peninsula High School finally instituted an experimental ban last spring. It was so successful the school board made it districtwide policy this year.

“We’ve seen nothing but positives,” said Peninsula School Board Vice President David Olson, who is running for state Superintendent of Public Instruction.

In the meantime, students themselves have expressed gratitude to the adults for taking charge. They hadn’t realized how distracted they were until their phones were gone.

Again, leadership. The school board in Gig Harbor anticipated blowback, but went ahead to do what felt educationally ethical. And the torrent of criticism never materialized.

Teachers, too, say they wish their districts would step up and take charge, rather than leaving it to each classroom to set rules. Before the pandemic, many educators wanted the autonomy to set their own policies, said Brooke Brown, Washington’s Teacher of the Year in 2021. No more.

It’s time for adults to step up and act like grown-ups. There are limits on all kinds of products that are clearly harmful to children — vape pens, cigarettes, booze. To leave classroom teachers and kids on their own with this obviously addictive technology is a dereliction of duty.

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