Effect of Media Technology on Learning Behavior free essay sample

According to the ‘Kamus Dewan’ Fourth edition, it described media electronic as tools or communication’s channel which use electronic tools such as radio, television and others (Noresah, et. al, 2005: 1011). In this study, the electronic media scope focus on television, radio, computer, Internet, and mobile phones. During the past five years, students have become more tech-savvy, classrooms across the nation have become â€Å"wired† and textbook publishers now offer several of computerized teaching supplements. The learning process at the present time use more advanced equipment and technologies such as computers, projectors, Internet, video, voice recording, mobile devices and so on in order to facilitate the teaching and learning process and at the same time attracts the students and teachers to be more effective and efficient besides not being left behind in the worlds technological stream evolution. Lowerison, Sclater, Schmid, and Abrami (2006) suggest that technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner. We will write a custom essay sample on Effect of Media Technology on Learning Behavior or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When the use of technological equipments had been introduced in the classrooms, the students will be more interested to what is being teaches in front by the teachers and they tend to pay more attention to the slideshows, projectors, videos and so on rather than the used or blackboard or whiteboards back in the days. This will also allows the teachers to gain more controls over the students as they pay more attention thus will create a more effective learning process with a better learning behavior from the learners. As according to Roblyer (2003), technology may enable the learner to be more actively involved in his or her own learning. Besides, a 2001 national study showed that 87% of faculty believe computer technology enhances student learning (Epper and Bates, 2001). While technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). However, technology can be used well or poorly, and thus its effectiveness is dependent on how it used, by whom and for what purpose (Burbules and Callister, 2000). A recent study by Apperson, Laws and Scepansky (2006) examined the impact of PowerPoint on the students’ classroom experience. While they found no differences in grades as a result of the use of PowerPoint in the classroom, they did find that students in PowerPoint enhanced classrooms responded differently to the classroom experience. Specifically, students believed that the PowerPoint classes were better organized and more interesting. Students also rated the professor high overall and indicated that they would be more likely to take another class from that professor. Interestingly, students in PowerPoint enhanced courses also found that the instructors exhibited more positive behaviors seemingly unrelated to the use of technology, such as providing helpful feedback in a timely fashion and creating assignments that involve higher order more critical or creative thought. Other than that Apperson et al (2006) believe that the use of technology in classrooms causes students to have a more favorable attitude toward their education, and benefits accrue to instructors who utilize it in their classes. However, technology usage does not necessarily result in better teaching evaluations for faculty as students may now expect technology to be used in the classroom and no longer see it as a unique class feature that enhances their learning. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). As McFarlane states, â€Å"computer use alone, without clear objectives and well designed tasks, is of little intrinsic value (1997). This paper continues the inquiry into the impact of technology on student perceptions of their own learning as well as their academic behavior. In addition, the acceleration of the development of telecommunications technology and developments in the industry and media organizations to improve coverage in every corner of the world without having a filter and no proper monitoring of the responsible parties allow teens vulnerable to negative influences. The youth social issues in this country are actually the result of the influence of the media industry. The development of the media industry in Malaysia has pointed to the display of popular culture as is the case in Western countries particularly the United States. Because of that, the media must be provided proper monitoring to avoid showing the elements that contribute to students moral collapse. Based on the results of a study conducted found that the students behavior problems can be a tendency for students to spend time having fun and less carry out the work worthwhile for them. For example, a statistic came out with a total of 89. 7% of the students prefer to watch reality entertainment shows like Akademi Fantasia because for them it is intended for youth talent search. In addition, 89. % of students prefer to spend time watching television and surfing the internet or chat to reduce the work pressure they face. Therefore, it is clear that most students time filled with watching the broadcast on television of spiritual fulfillment activities of students in which 88. 5% of them are lessi nvolved in the knowledge organized by the mosque. This clearly shows that spiritual fulfillment in the students the importance of developing character and good manners in a students own self (Abdullah Sulong, Mawaddah Abdullah, 2013). Ref Lowerison, G. , Sclater, J. , Schmid, R. F. and Abrami, P. C. (2006). Student Perceived Effectiveness of Computer Technology Use in Post-secondary Classrooms. Computer and Education, 47, 465-489. Roblyer, M. (2003). Integrating Educational Technology into Teaching. (3rd ed. ) Upper Saddle River, NJ: Merrill Prentice Hall. Laurillard, D. (2002). Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (2nded. ). London: Routledge. Epper, R. and Bates, A. (2001). Teaching Faculty How to Use Technology. American Council on Education. Oryx Press. Burbules, N. and Callister, T. , Jr. (2000). Watch IT: The Promises and Risk of New Information Technologies for Education. Boulder, CO: Westview Press. Apperson, J. , Laws, E. , and Scepansky, J. (2006). The Impact of Presentation Graphics on Students’ Experience in the Classroom. Computers and Education, 47(1), 116-126. McFarlane, A. (1997). What Are We and How Did We Get Here? In A. McFarlane (ED. ), Information Technology and Authentic Learning: Realizing the Potential of Computers in the Primary Classroom. London, England : Routledge. (Abdullah Sulong, Mawaddah Abdullah, Pengaruh media Elektronik terhadap keruntuhan akhlak pelajar 2013)