Technology in the Classroom

Counter Argument Structure

YOUR side:

Technology has significantly made our lives easier, from adults to students, we’re able to have access to any type of information we need at any time.

Quote to defend YOUR side (OR two!):

Evidence on the impact of prerecorded lessons is encouraging, but not conclusive. Some initiatives that have used short instructional videos to complement regular instruction, in conjunction with other learning materials, have raised student learning on independent assessments.

Transition into counterargument (the OTHER side) USE TRANSITION WORDS!

On the other hand, some people will still argue that technology affects us negatively.

Quote for the OTHER side

During the COVID-19 pandemic, students were required to spend majority of their day in front of screens which negatively impacted social interactions and time that may have been dedicated to sports or other extracurricular activities

Transition back to YOUR side USE TRANSITION WORDS! – you have to knock out the other side’s argument (THIS is the most important part! – if you don’t do it, I can’t tell which side you’re arguing)

Granted, they might have a point. However, during a time like COVID-19, it wouldn’t have mattered if we had technology or not, we would have had to stay inside our homes regardless, because of the virus. If anything, technology helped students and teachers significantly to stay in touch and continue their studies during that time.

Quote to defend YOUR side

Technology can also allow learners living in remote areas to access education. The evidence on these initiatives is encouraging. For example, Johnston and Ksoll (2017) evaluated a program that broadcasted live instruction via satellite to rural primary school students in the Volta and Greater Accra regions of Ghana.