Running Head: EFFECTS OF TECHNOLOGY ON STUDENTS

The Positive and Negative Effects of Technology on Students

Charmaine N. Futch

Loyola University
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Abstract

There were six articles identified and used in this literature review. All six articles found

that technology has many positive effects on students. Technology gives students access to more

information from a variety of resources. Considering that most students do have a device at home

or in the classroom; technology makes learning more convenient for students. Housand and Hou-

sand identifies negative effects that technology has on students as well. Although technology al-

lows students to have access to more resources, Housand and Housand identify what technology

is lacking for our students. Now that more students are using technology to find their resources,

it is important for teachers to teach students what technology will not teach them.

Technology has improved a lot in the past few years. Each year more technology is being

used in the classroom. There has been many positive and negative effects that technology has
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had on students. Technology has become an essential part of students everyday life. It is im-

portant that thatchers are staying up to date on the new technologies so that they can find ways to

incorporate it in the classroom to engage students. One article explains ways that technology has

been used to engage students in learning. The article Pathways for Learning from 3D Technol-

ogy shows how teachers have incorporated 3D technology the engage students.

Another article identifies ways that technology increases students social skills. It has shown to

increase the social skills for students that have disabilities such as autism.

Students in this generation are “utilizing technology as an integral part of life, both in

work and play, and therefore do not view technology use as an opportunity but, rather, as a fun-

damental tool for normal day-to-day functioning.” (Housand & Housand, 2012) Technology sur-

rounds students and they use some form of technology everyday. Even teachers are starting to

use more technology in the classroom each year. Although their has been many benefits of ad-

vanced technology, their has also been some negative effects on students as well.

In both articles The Role of Technology in Gifted Students Motivation and The Impact of

Video Modeling on Improving Social Skills in Children with Autism, their were many positive

effects of technology identified. Housing and Housand identified ways that technology gives stu-

dents access to information. “Technology-pervasive environments enable students to function

differently and more expansively, putting the power and control of learning in students’ hands.”

(Housand & Housand, 2012). Technology has made learning more convenient for students as

well as teachers. There are many online programs that are available for gifted students. This is

helpful for the teachers that are in school districts that are limited to the amount of resources they

need to provide adequate challenge for the gifted students in their class.
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Technology has made learning more convenient for students and The Impact of Video

Modeling on Improving Social Skills in Children with Autism article along with the Pathways for

Learning from 3D Technology article both gave examples of how the convenience

of technology has led to positive effects on students. Instructional techniques that help students

with autism was also identified through research. Technology can help students with develop-

mental disabilities. Video modeling has a positive impact on these students social skills develop-

ment. Video modeling has been proven to promote higher level discussion skills for students

who often lack group discussion skills.(Alzyoudi, Sartawi & Almuhiri, 2015; O’Brien and

Wood, 2011)

Studies have shown the effects of 3D images on learning. It was proven that it can in-

crease a students interest in a topic and it can also motivate the students to understand the topic.

(Carrier, Cheever, Rab, Rosen & Vasquez, 2012)

Mobile devices make learning more convenient for our students today. They can access infor-

mation and resources on the go now. Mobile devices can also distract students if they are con-

stantly on social media applications

Housand and Housand also explained what technology is lacking for our students, which

is support that would lead them to information that is efficient. Although children can learn how

to use technology on their own, it is important for adults to teach them how to effectively utilize

it to find efficient information. It is important for students to understand that finding information

using google is only helpful if you know how to “frame the right question”. (Housand & Hou-

sand, 2012) Knowing that not all information is efficient and being able to do research and iden-

tify which information is true.

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The challenges that students face when using technology were stated in the article The

Role of Technology in Gifted Students’ Motivation. It is just as important for students to be able

to navigate information as it is for them to identify the quality of the resource. It is difficult for

students to “evaluate the validity of Internet sites.” (Housand & Housand, 2012) This article also

identifies the steps that students must go through when they are searching for information online.

“If one ones how to search, then one has control and the ability to find the answers to the ques-

tions that intrigue them.” (Housand & Housand, 2012)

It is important for teachers to stay focused on teaching the students what technology can-

not efficiently teach students. Although technology is being utilized a lot more in the classroom,

students still need time to learn how to effectively use it to their advantage. Their are certain

things that teachers must teach the students, such as the steps to finding a good and reliable

source. It is easy for students to go on google.com to look for resources. However, students need

to learn that not all resources are reliable sources. Identifying the reliable sources from the unre-

liable sources is what will be difficult for younger students to understand. The younger students

should be told ahead of time which websites or sources that should be used for different lessons.

However, for the older students, it will be more important for them to learn and practice the cor-

rect way of finding a reliable source. This is the only way that teachers can prepare their students

to be college and career ready.

References

Almuhiri, O., Alzyoudi, M., & Sartawi, A. (2015). The Impact of Video Modeling on Improving
Social Skills in Children with Autism. British Journal of Special Education, 42(1), 53-68,
DOI: 10.1111/1467-8578.12057
http://dx.doi.org/10.1111/1467-8578.1205
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Baker, J., Parks-Savage, A., & Rehfuss, M. (2009). Teaching Social

Skills in a Virtual Environment: An Exploratory Study. The Journal for Specialists in
Group Work, 34(3), 209-226, DOI: 10.1080/01933920903039195
http://dx.doi.org/10.1080/01933920903039195

Carrier, M. L., Cheever, N. A., Rab, S. S., Rosen, L. D., & Vasquez, L. (2012). Pathways for
Learning from 3D Technology. International Journal of Environmental and Science
Education. 7(1), 53-69, DOI:
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ972444

Ching, Y., Hsu, Y., & Snelson, C. (2014). Research Priorities in Mobile Learning: An
International Delphi Study. Canadian Journal of Learning and Technology, 40(2), 1-22,
DOI:
http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1030596

Housand, A. M., & Housand, B. C. (2012). The Role Of Technology In Gifted Students;
Motivation. Psychology in the schools, 49(7), 706-715, DOI: 10.1002/pits.21629
http://dx.doi.org/10.1002/pits.21629

O’Brien, C., Wood, C.L. (2011). Video Modeling of Cooperative Discussion Group Behaviors
with Students with Learning Disabilities in a Secondary Content-area Classroom. Journal
of Special Education Technology, 26(4), 25-40, DOI:
http://www.tamcec.org/jset-index/video-modeling-of-cooperative-discussion-group-be-
haviors-with-students-with-learning-disabilities-in-a-secondary-content-area-classroom/