Students today can find all their study materials and the answer to all their queries online. It is today estimated that a day will come when computers will abolish the teachers and the teaching system as a whole. So the big question is can computers really replace teachers.
See also the table of contents and an excerpt from the introduction.
Whatever your feelings about what some have called the digital revolution, you must accept that many, perhaps most, of your students are fully immersed in it. At the very simplest level, you will rarely receive a paper or other assignment from a student that has not been written with the help of a computer.
Most of your students will have considerable experience with the Internet and will, whether you like it or not, make use of it for much of their academic work.
Many of them will be accustomed to using e-mail as a normal form of communication. But it is not just students who find electronic resources valuable. Teachers can benefit from these resources as well, by employing a series of useful tools.
We stress the word "useful" because electronic resources complement, but seldom replace, more conventional teaching techniques. Electronic tools can make classes more efficient; lectures more compelling, informative, and varied; reading assignments more extensive, interesting, and accessible; discussions more free ranging and challenging; and students' papers more original and well researched.
Only you, however, can judge if these techniques advance your own teaching goals. Five Promising Uses of New Technology Of the many electronic teaching techniques that instructors have found useful, we have chosen five that we believe seem particularly likely to help significant numbers of teachers.
All of these techniques demand an investment of time if they are to succeed, and your willingness to use them should be balanced carefully against other, perhaps more important, teaching priorities. But for each technique, there are both simple and complex ways of proceeding, and we will try to make clear the respective advantages and disadvantages.
The five ways in which we suggest teachers consider using electronic resources involve tasks that you will usually have to perform in any case. New technologies can help you perform them better and more easily: The routine administration of courses advertising a class, providing copies of the syllabus, assigning discussion sections, and getting out course news can be more efficiently handled with a course home page, electronic discussion groups, and e-mail lists.
These tools can also dramatically improve the continuity and the community aspects of courses, helping students to engage with and learn from each other and even from people outside the course. The Web and CD-ROMs provide a wider variety of secondary and primary sources including visual and audio sources than has previously been available.
With your guidance, your students can now gain access to materials that were once accessible only to experts because they were too cumbersome to reproduce for classroom use or too expensive for students to purchase.
By taking their own paths through these sources, students can bring their own evidence and arguments into lectures and discussion sections, as well as write on a wider range of research topics.
Rather than performing assignments and taking exams from the teacher alone, students can perform more independent exercises in publishing, exhibit building, or assembling and presenting teaching units and other materials for their peers.
A web archive of several terms' work can make the course itself an ongoing and collaborative intellectual construction. A computer with presentation software can provide a single tool for augmenting lectures with outlines, slides, statistical charts and tables, images, music, and even video clips.
In addition to printing them as handouts, you can save in-class presentations in a web-compatible format for later review and discussion. Electronic discussion tools such as e-mail, conferencing software, and on-line chat services can seed discussion questions before the class meets, draw out your shy students, and follow up on discussions or questions on the reading between classes.
For courses without face-to-face discussion sections, these tools can bring the course to life over great distances and help overcome scheduling difficulties.
In the sections below, we discuss each of these techniques and how you might consider using them. The Necessary Tools What you need will depend, of course, on what you want to do. Most teachers have computers, and most have at least some access to e-mail and the Internet.
In many schools and universities, most students do, too. Many teaching opportunities are likely to be available to you, therefore, using equipment you and your students already have. Other techniques require more advanced technologies that you may or may not wish to purchase on your own, and that your institution may or may not make available to you.
It should be obvious, therefore, that you should make no plans for using electronic tools before making sure that both you and your students will have access to the necessary technology. But owning, or having access to, technology is usually only a first step.
Even more important is learning how to use it. This is one of the biggest challenges facing anyone who wishes to use electronic tools, because the knowledge is not always easy to acquire.
Many people, of course, are highly skilled in computer technology and know how to teach themselves to do almost anything. But many other people have limited computer skills, are easily intimidated by new and unfamiliar tasks, and tend to avoid doing anything that requires them to learn something very different from the things to which they are accustomed.
If you fall in the latter group but wish to expand your ability to use electronic tools, you need to find help.While I agree, in the main, with this, does it not seem obvious that there is no system of government that is any better?
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Add citations directly into your paper, Check for unintentional plagiarism and check for writing mistakes. While this is the case we can conclusively state that computers should not replace teachers as has been illustrated in throughout this study. The complexity of this issues further increase when we consider the diverse languages the learners may be drawn from.
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