English writing

The revised draft (RD1) is the culminating assignment of our first module. This assignment asks you to you to utilize all of the work done with module assignments, discussions, and our workshop process, to revise your WD1 into a strong central claim-driven argument and subclaim-driven analysis. Keep in mind that this RD1 will be evaluated according to the “Student Writing Assessment” criteria found at the bottom of our syllabus. The RD1 is due by 11:59pm on Tuesday 2/19. 
Requirements

This essay draft must be a minimum of 1200 (min.) – 1500 (max.) words in length, not including the Works Cited.
Be sure to review the Essay Format Guidelines in the “Course Documents” module so that you understand how to properly format your essay; also, utilize all of the worksheets you feel necessary to help you with revising your draft in the “Course Documents” module.
Central Claim and Subclaims should be based on a focused topic about how a specific technology or technologies is shaping or re-defining a particular field of interest.
Each Subclaim should have an element about the technology or technologies and a distinct analytical point that strives to analyze the different effects technology is having on that field of interest.
Include two brief quotes (no more than two sentences) from at least two outside sources and be sure to utilize a MLA in-text citation and Works Cited for that source (or any sources used). 

Please see attached beloved my WD1 which has to be improve 
it will need :
1. Central claim
2.Organization
3.development 
4.analysis
5. clarity of prose 
6. revision 

Impacts of Technology in Classrooms
In over forty years,researchers have shown the impacts of technology and have been so essential in our day to day lives. Technology affects many areas of a society both positively and negatively. In modern –days, most schools have embraced technology as an aid for teachers and students to enhance their schoolwork. Students get more engaged where technology is involved, thus making them retain more information (Page 2012). However, some argue that technology has brought more harm than good and a few will be discussed in this essay. My stand is dwelling on the advantageous side of technology in empowering every party involved.
Technology is a medium for providing distance learning. In olden days, students could take distance courses at community colleges or universities after which they would receive course documents in the mail. They would then be required to send assignments to their teachers at the educational institution, and this process could be long and complicated. In this era, students can take courses over the internet which is so convenient and still qualify to work in the fields related to those courses (Page 2012). This has made it easier for working students who cannot get access to educational institutions.
However, technology is sometimes misused by learners. In as much as technology has drastically improved learning skills, some learners take advantage of it. Instead of viewing helpful sites, learners tend to log in to inappropriate places that can lead to serious long-term consequences. A quarter of teenagers get into risky behaviors of sex chatting from watching pornographic materials online. This happens when no supervision is made, and this interferes with their moral values. Behaviors of such kind are more likely to grow bigger and worse if no counseling is offered. This can be hindered by monitoring the use of technology.
Technology makes learning more fun. In the past, a class would go for more than three hours without any breaks which made it boring. Psychology has proven that one is only able to concentrate for the first thirty minutes continuously in such conditions. This would make students less attentive, thus retaining less information (Inan & Lowther, 2010). Teachers would then get fatigued, and by then, no games were played in the middle of a lesson. In modern-days, students prefer technology because they find learning more exciting and fun through visual experiences. Some teachers have introduced some games to be played in classes, and this has played an essential role in clearing students` minds, and this improves their concentration.
Technology provides a connection with learners. Teachers struggle with taking action concerning helping students apply what they have learned either individually or in groups. Thanks to technology that has many digital tools that can connect students in ways that promote applied learning (Shapley et al. 2011). Secondly, technology occupies a significant role in students` lives such that when they are on their holidays, they can get access to information other than getting them in books alone. Teachers then provide students with essential tools that take them into the twenty-first century, and this makes it much easier for the teacher by involving students in groups like WhatsApp.
Another negative impact of technology in classrooms is changing the way learners think. In this century, more than a third of children under the age of two use mobile phones .This is one of the technological tools and technology drains peoples` brains and gives them modern ways of doing things. People who use too much technology may not think deeply about things because it will take them less than the time they need by searching it on the internet. It also makes them lack opportunities to use their imagination and view things differently than what the searching websites show.
Technology aids students in learning at their own pace. Students have different characteristics, and this is one of the decisive factors in the compilation of school activities. Training in educational institution brings about identifying and maximizing the development of each student (Inan & Lowther, 2010). Secondly, most of the apps in technological tools can be controlled individually given instructions. This assists different students with different abilities and needs making them learn and understand at their own pace. Teachers greatly benefit by this as it gives them time to work individually with students who may be slow or struggling in their studies.
Despite these advantages, students get errors in their research. This is brought by teachers less communication with the students. Teachers tend to show links to a website where their students will research to get information other than coming to class and providing learning materials (Inan & Lowther, 2010). This gives students the idea that sitting in a class will make no sense for they can quickly get the information online and download it. Students often have the correct information that needs the teacher to point out inaccuracies and later provides the accurate information. This gets too complicated for the student, and this would have been so much easier if the teachers began by giving the correct information in the class.
In conclusion, not all technology can be cut off, but with all things, moderation can be used by teachers in schools. Students should co-operate too to experience the benefits of technology without dwelling so much on the negatives. A few remedies can be addressed to the negatives of technology; one is monitoring the use of technology in making sure students are using computers appropriately. Secondly, teachers should teach responsible usage of internet to the learners. Thirdly, one should be familiar with technology by keeping up with what young people are into such as snap chat and twitter to recognize and head off any problems before it is too late. If people consider all these, technology will be more of an advantage than a disadvantage.
Reference
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154.
Page, M. S. (2012). Technology-enriched classrooms: Effects on students of low socioeconomic status. Journal of research on technology in education, 34(4), 389-409.
Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2011). Effects of technology immersion on middle school students’ learning opportunities and achievement. The Journal of Educational Research, 104(5), 299-315.

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