Do computers help or hinder learning?

Answer 1

I'm not entirely sure if this will answer your question exactly, but its a good start. A computer is a great thing for a student to have, mainly because of word processing (Microsoft Word). Students can take notes in classes easier without any issues due to handwriting, sumdging, or cramping. Students can also make easy to make, easy to present, and easy to view (in other words visually appealing) presentations (Powerpoint), which are a great alternative to posters or speeches. Other programs allow for easy data organization (Excel). As technology is more and more incorporated into education, books will have special activities or quizzes online, or teachers will demand typed work. Some classes (mainly in college, however, some high schools are beginning to integrate online quizzes and materials into classes) take place entirely online. Today, a computer does not just help a student... it is essential to one.

Aparently it helps the student to do its homework.

Answers :

Computer is of great help for the student , there are several ebooks available from the internet . so you can use these . there are several videos available on the internet regarding the studies .

As well as the answers given already, computers allow you to network with the whole world, that's a wealth of information 2much kuz...... ngata suks

Answer 2

I think that depends on the person using the computer. They can be used to help it, by using it to learn more and research. But they can also be used to cheat, and that certainly is a hindrance to real learning. Another thing I have noticed is that kids who are online a lot tend to be lousy spellers and don't use proper punctuation and capitalization, even when they should, such as on WikiAnswers when submitting a question or answering one. So that could be a way that computers are hindering learning, if kids are getting so used to talking in chat lingo and not using punctuation and capitalization that they don't really even know HOW to properly.

Answer 3

= COMPUTERS AND THE TEACHING/LEARNING PROCESS =

Although as a college administrator, I have been involved in planning for educational technology use for a number of years, as a faculty member I was uncertain about the feasibility and desirability of using computers in my own teaching. Finally, in Fall 1996, driven by a sense of guilt at the inconsistency between my planning committee and classroom behavior, I took the plunge and developed and offered a psychology course which used computers in a number of different ways. Additional incentives were the remarkable ease-of-use of some curriculum development software and the sense I got from conversations with students that they too were ready to move beyond word processing in their own computer skills. What I found throughout the Fall 1996 semester was that both in-class activities and out-of-class interactions with students were changed and enriched.

The course I taught, an introduction to research methods in psychology, introduced students to several different uses of computers. Although descriptions below relate to that course, most, if not all of the computer applications would be useful in teaching in a wide variety of disciplines.

E-mail: With assistance from the College, each student was assigned an e-mail address at the beginning of the semester and spent a part of one class period learning how to send and receive messages electronically. For the rest of the semester, students were able to use e-mail to communicate with me on days when we did not have class and with each other. Since students did some of their assignments in collaborative teams, this second feature was a major advantage. Although I gave students the option of submitting written assignments by e-mail, most opted for more traditional methods.

Course Web Site: Serving as my own content specialist, programmer, and graphic artist, and aided by two very user-friendly software packages, I designed a World Wide Web site for the course which provided both information about course requirements and assignments and an on-line version of my lecture and other notes for each unit in the course. No textbook was assigned. Because many students wanted to have the unit information in print as well, I ended up providing "hard" copies of pages for those who requested them. In future semesters, I will probably make the unit material available in spiral-bound print form and use the Web site and/or a CD-ROM for assignments, enrichment and primary source materials.

Internet Use: The Internet/World Wide Web makes an astonishing array of visual and text materials easily accessible. Very few students had used the Internet before, but after 15-20 minutes of training, they became competent users. Although the course Web site already contained active links to a number of other psychology-related Internet sites, once students learned to conduct searches, they discovered many other interesting sites on their own. Several weekly assignments required them to analyze or otherwise use information at assigned sites or find new sites related to a given topic. Because they worked on most of these assignments with their research teams (2-5 students), they helped each other use the Internet. These class sessions had an especially busy and happy sound to them.

Statistical and Graphical Software: A major component of research assignments in the course was the collection, analysis, and representation of data. Again, the availability of easy-to-learn software - in this case, a program called Statview - allowed students to use descriptive statistics in their work and to move from worksheets to graphs and back at the press of a button. The ease with which students could move between data and their graphic representation also allowed us to explore the question of more and less effective graphs as communication tools in a concrete way.

How did all of this change the teaching and learning processes in my course? First, students spent a much higher percentage of their classroom time being actively engaged in their learning tasks. Although I inserted a few mini-lectures when questions arose, for the most part students were doing more - talking to me and to their research teammates, going to the computer to get needed information, comparing data and so on. Second, my role changed significantly. Since students were no longer dependent on me to be the primary source of information, I spent much of my time circulating among the research groups, asking and answering individual questions, helping groups that were stuck move forward, applauding interesting ideas and outcomes - engaged in what seemed to me the most rewarding parts of teaching. Third, students were given much more power to chart their own course through assignments and to build their own understandings of concepts. This flexibility made the course more responsive to the array of interests and learning styles represented in the class group. Finally, the collaborative work structure along with the informality made possible by computer use created a climate in which students formed strong, positive relationships with others in the class. Long after the end of the semester, I saw groups of students who had met in the class sitting in the cafeteria or walking across campus together - an important outcome, particularly at a commuter campus like ours.

The new Center for Teaching and Learning, to be opened early in 1998, will provide a place for faculty with a budding interest in using computers to join others in a collaborative learning process directed toward exploring these exciting teaching/learning tools.

= COMPUTERS AND THE TEACHING/LEARNING PROCESS =

Although as a college administrator, I have been involved in planning for educational technology use for a number of years, as a faculty member I was uncertain about the feasibility and desirability of using computers in my own teaching. Finally, in Fall 1996, driven by a sense of guilt at the inconsistency between my planning committee and classroom behavior, I took the plunge and developed and offered a psychology course which used computers in a number of different ways. Additional incentives were the remarkable ease-of-use of some curriculum development software and the sense I got from conversations with students that they too were ready to move beyond word processing in their own computer skills. What I found throughout the Fall 1996 semester was that both in-class activities and out-of-class interactions with students were changed and enriched.

The course I taught, an introduction to research methods in psychology, introduced students to several different uses of computers. Although descriptions below relate to that course, mo = COMPUTERS AND THE TEACHING/LEARNING PROCESS =

Although as a college administrator, I have been involved in planning for educational technology use for a number of years, as a faculty member I was uncertain about the feasibility and desirability of using computers in my own teaching. Finally, in Fall 1996, driven by a sense of guilt at the inconsistency between my planning committee and classroom behavior, I took the plunge and developed and offered a psychology course which used computers in a number of different ways. Additional incentives were the remarkable ease-of-use of some curriculum development software and the sense I got from conversations with students that they too were ready to move beyond word processing in their own computer skills. What I found throughout the Fall 1996 semester was that both in-class activities and out-of-class interactions with students were changed and enriched.

The course I taught, an introduction to research methods in psychology, introduced students to several different uses of computers. Although descriptions below relate to that course, most, if not all of the computer applications would be useful in teaching in a wide variety of disciplines.

E-mail: With assistance from the College, each student was assigned an e-mail address at the beginning of the semester and spent a part of one class period learning how to send and receive messages electronically. For the rest of the semester, students were able to use e-mail to communicate with me on days when we did not have class and with each other. Since students did some of their assignments in collaborative teams, this second feature was a major advantage. Although I gave students the option of submitting written assignments by e-mail, most opted for more traditional methods.

Course Web Site: Serving as my own content specialist, programmer, and graphic artist, and aided by two very user-friendly software packages, I designed a World Wide Web site for the course which provided both information about course requirements and assignments and an on-line version of my lecture and other notes for each unit in the course. No textbook was assigned. Because many students wanted to have the unit information in print as well, I ended up providing "hard" copies of pages for those who requested them. In future semesters, I will probably make the unit material available in spiral-bound print form and use the Web site and/or a CD-ROM for assignments, enrichment and primary source materials.

Internet Use: The Internet/World Wide Web makes an astonishing array of visual and text materials easily accessible. Very few students had used the Internet before, but after 15-20 minutes of training, they became competent users. Although the course Web site already contained active links to a number of other psychology-related Internet sites, once students learned to conduct searches, they discovered many other interesting sites on their own. Several weekly assignments required them to analyze or otherwise use information at assigned sites or find new sites related to a given topic. Because they worked on most of these assignments with their research teams (2-5 students), they helped each other use the Internet. These class sessions had an especially busy and happy sound to them.

Statistical and Graphical Software: A major component of research assignments in the course was the collection, analysis, and representation of data. Again, the availability of easy-to-learn software - in this case, a program called Statview - allowed students to use descriptive statistics in their work and to move from worksheets to graphs and back at the press of a button. The ease with which students could move between data and their graphic representation also allowed us to explore the question of more and less effective graphs as communication tools in a concrete way.

How did all of this change the teaching and learning processes in my course? First, students spent a much higher percentage of their classroom time being actively engaged in their learning tasks. Although I inserted a few mini-lectures when questions arose, for the most part students were doing more - talking to me and to their research teammates, going to the computer to get needed information, comparing data and so on. Second, my role changed significantly. Since students were no longer dependent on me to be the primary source of information, I spent much of my time circulating among the research groups, asking and answering individual questions, helping groups that were stuck move forward, applauding interesting ideas and outcomes - engaged in what seemed to me the most rewarding parts of teaching. Third, students were given much more power to chart their own course through assignments and to build their own understandings of concepts. This flexibility made the course more responsive to the array of interests and learning styles represented in the class group. Finally, the collaborative work structure along with the informality made possible by computer use created a climate in which students formed strong, positive relationships with others in the class. Long after the end of the semester, I saw groups of students who had met in the class sitting in the cafeteria or walking across campus together - an important outcome, particularly at a commuter campus like ours.

The new Center for Teaching and Learning, to be opened early in 1998, will provide a place for faculty with a budding interest in using computers to join others in a collaborative learning process directed toward exploring these exciting teaching/learning tools.

Answer 4

One way computers help students is by being able to type their papers on the computer. You can also email fellow students and your teachers on your computer.

Answer 5

It puts programs to help with math science and other things

Answer 6

they are easier to use and they have more information than you can imagine. . .

Answer 7

I don't no？

Answer 8

妇产科you