Education by Computers
The use of computer and information technologies in the classroom and the subsequent creation of multimedia learning environments will have more negative than positive educational consequences. The article continues to defend its claim through reference to a range of child and development psychologists. It will be a useful contribution to the research because it presents an alternative, or opposing, viewpoint.
“Interactive multimedia leaves very little to the imagination. Like a Hollywood film, the multimedia narrative includes such specific representations that less and less is left to the mind’s eye” (Alliance for Childhood, 2005: n.p.).
The author, a professional educator, reports her own experiences in using the World Wide Web as a medium for education. As she argues, the key to effective education such as which engages students’ interests and motivates them to attain their full potential is critical thinking. Students learn best when they engage in critical thinking. Further believing that the World Wide Web presents a rich source of information and is an invaluable interactive educational tool, Buffington began using the Internet both as an educational tool and as a medium for inspiring critical thinking. As reported, the results of the experiment were highly successful and the article continues to explore the reasons why and offer advice on how teachers can similarly exploit the World Wide Web for that purpose. The article is useful because it presents a strategy for the integration of educational technologies, such as the internet, into the classroom and learning experience.
“Teaching critical thinking skills is often endorsed as a means to help students develop their abilities to navigate the complex world in which we live and, in addition, as a way to help students succeed in schools” (Buffington, 2007: 18).