Harvey Mudd College The Use of Computers in Classrooms Presentation For Week 9 you will create a 5-minute screen capture video and share the link in the Or

Harvey Mudd College The Use of Computers in Classrooms Presentation For Week 9 you will create a 5-minute screen capture video and share the link in the Oral Presentation Screencast Video. You will also upload only your power point separately on the Oral Presentation PPT Assignment.

After you have submitted Paper 1 Draft 1,

Part 1) reflect on how your research is going so far: How successful have you been in finding sources? What obstacles have you encountered? What kinds of sources are you looking for to develop your paper further? What are your plans for how to progress with your research?

Part 2) present some aspect of your research or your paper. This is not meant to be a report of your whole paper. It is meant to be a short presentation about one aspect of your research. It may even be an aspect you did not include in your actual paper but is related to your topic.

Your presentation grade is given for YOUR ability to TELL the audience about your research and your topic. You will use FIVE to SEVEN slides for your presentation, and these MUST include a first slide that introduces your name, your paper’s title, and the thesis of the paper. The last slide will be the Works Cited (minimum TWO sources). The three to five slides between these two will be the content of your presentation. Your grade will also be based on your ability to meet the presentation length of FIVE minutes with meaningful content.

Do NOT fill your slides with print. Use key phrases with your main ideas and graphics to support them. TELL about the research and your findings. You may include pictures and charts. Edit your slides carefully for grammar and spelling.

Grading Rubric of the presentation:

Introduction: Clear thesis and preview of the body of the speech—25 points

Body: Clear points that are well organized and effectively connected—30 points

Conclusion: Reinforced thesis and powerful wrap up—10 points

Delivery style: Clear articulation and correct grammar at natural pace—20 points

Visual Aids: Neat, clear, relevant, and accurate visuals—15 points

PRACTICE! Decide what you want to tell your audience and practice several times before recording. Time yourself. You need to introduce your thesis and main points, explain the topic or research, and give your conclusion—all in exactly five minutes.

Speak loudly and clearly. You may have cards or notes, but do NOT read from them. Tell your audience—don’t read.

Rather than slides, please write a speech draft for me, that I can read for 5 minutes. Laptop use in classrooms is destroying students, not helping them
Introduction
In today’s classrooms, laptops are fast replacing the traditional pen and paper. Laptop use
has been touted as revolutionary in the education sector since it allows students to capture lecture
material in real-time, and it has the storage capacity to store learned content better. However, the
use of laptops in lecturer halls is controversial since studies have shown that it negatively affects
the quality of learning by preventing students from understanding class content and distracting
nearby learners, and as such, it should be banned from lecture halls. However, others see it as a
necessary learning tool that enhances the quality of learning. They argue that banning laptops is
not the solution, and lecturers should change their teaching styles to incorporate technology use,
and as such, laptops should not be banned from lecture halls.
Thesis: Laptop use in classrooms is negatively affecting the learning ability, and it should be
banned
My argument
The use of laptops not only makes the students internalize less material, but they also
earn poorer grades when tested. In a study done at Princeton University, a group of samples
students were given pen and paper while another group was allowed to use laptops for notetaking during an active lecture and then tested. The findings showed that laptop users had poorer
grades overall than the pen and paper group (Dynarski, 2). When students use laptops in class,
they internalize less information because of little substantive processing since they are distracted
by the laptop. Then there is the issue of the distractive effects of using a laptop on the other
students. A study at York University showed that other students would be often tempted to have
a glimpse of what is on the screen of a user, so instead of listening to what the lecturer says, they
will keep checking, which is not good for them.
The counter argument
The counterargument is that laptops are the future of learning and ought to be integrated
into the learning environment. However, as Jeff McClurken, an expert in education and
technology argues that the main issue is not the device, but it is being used (Lang, 3). Therefore
educators should guide students on how they can use laptops to enhance their learning. However,
this position is weak, since banning the use in class and allowing the use of laptops outside the
class can achieve better results anyway, and it does not cost much. Some argue that students are
not the same, some students can multitask better, and some cannot. A total ban would mean that
students who can use laptops to improve their learning would be unfairly disadvantaged. This
position is weak because, despite the cognitive abilities being different, it is only more effective
to provide a fair learning environment and reduce distractions for other students.
Conclusion
The bottom line is that laptops use in classrooms has more negative impacts on a
student’s learning than benefits. Laptops are invaluable pieces of technology that have no doubt
made it possible for students to access information easily but to store large amounts of data.
However, in classroom settings, they distract students from what the teacher is saying, and they
also distract other students who want to glimpse what is on the screen. The teacher-student
interaction is thus broken down rather than strengthened. This leaves students with the option of
just typing what is said rather than what they have internalized from a lecture. The importance of
my position for the education sector is that policies that ban laptop use during lectures should be
implemented to enhance the quality of learning as opposed to taking in noted that they do not
understand.
Works Cited
Dynarski, S. “Laptops are great. But not during a lecture or a meeting.” The New York Times Breaking News, World News & Multimedia, 22 Nov. 2017,
www.nytimes.com/2017/11/22/business/laptops-not-during-lecture-or-meeting.html.
Lang, J. M. “No, banning laptops is not the answer.” The Chronicle of Higher Education,
11 Sept. 2016, www.chronicle.com/article/No-Banning-Laptops-Is-Not-the/237752.

Purchase answer to see full
attachment