The Schunk reading posits that “some of the key influences on development and learning are socioeconomic status, homeenvironment, parental involvement, and electronic media” (p. 465). Certainly, each of these considerations plays a role in studentlearning. Which one do you consider to be of primary importance for teachers?
In your initial response to the post, examine one of these key influences. How do you characterize this influence in the classroom?Include why you feel this consideration is primary for teachers. Draw from personal experiences (either from the point of view of ateacher or from the viewpoint of a student) to justify your case.
As you reply to your peers, share your thoughts about the key influence identified in the post. Do you agree with theirjustification? Did you agree with your peer for different reasons or perhaps disagree with peers, but for similar justifications?
Dear Aisha Siddiqa,
Regardless of the variety of learning situations, learning concepts, types of learning and teaching activities, motives, andsources of learning activities considered, they all have something in common. Their ultimate goal is to direct the student'sefforts to learn something. If there is no effort toward a learning goal, there is no learning itself. This universal component ofall purposeful learning is called cognitive learning.
From personal experience from a teacher's perspective, I can confidently state that electronic media is of paramountimportance to teachers in determining the primary factor affecting learning.
All of the male students I work with tell me that in their free time they play computer games and also have their own socialmedia accounts where they constantly maintain relationships with their peers and the world around them. Socioeconomicstatus, the home environment, and parental involvement become only the backdrop against which a personality develops thatseeks self and acceptance. With the development of technology, accessible information sites, and social media, every child withaccess to the Internet can find almost anything and more there, if his or her guardians fail to shield their ward frominformation not intended for children (Prof. Bhavana Singh , Prof. Minu Paul, Prahladrai Dalmia, April 2019). Also, any studentcan check on the World Wide Web for any teacher's statement, try to find an answer to any problem or question that wasvoiced by the teacher. In fact, the electronic media are a huge library, the largest one in terms of scale, used daily by everyonewith access to the internet. Electronic media also enable communication between groups and individuals (Mikolaj B., Guido C.,Salvatore I., Fiorenza L., Marcin N., Andrzej N., Oriana P., Szymon T., Erika W., Karolina Z., 26 August 2021)
One of the hallmarks of these communications is interactivity. Interactivity implies communication and interaction between themedia and the audience. In the online space, interactivity takes on a broader meaning due to the emergence of newpossibilities. This is no longer only communication, but also the possibility for the audience to control the content, evaluate thecontent and comment on / criticize it. Another obligatory characteristic of communication is feedback. Feedback is thereaction, response of the audience to any action, event, news. Feedback can bear in itself an assessment or be non-assessment,as well as perform a technical function in the interaction.
And as a result, the teacher has a student in the classroom who has experience communicating not only with peers, relativesand relatives at home, people of the same socio-economic status, but with the whole world. This forces the perception of thestudent as an individual who can evaluate, approve, or verify the teacher's actions. In turn, the teacher is transformed from amaster of the situation within the classroom to a professional who understands his or her roles and responsibilities and abidesby norms and rules, and seeks out techniques that help teach students (Schunk, D. H.2012). Electronic media also forcesteachers to keep up with the latest news, or take an interest in it, so there is a point of contact with students in a neutralposition, regardless of the subject matter or grades being taught. Is electronic media a good tool for learning? In my opinion,it is a tool that becomes a scalpel in the hands of a surgeon or a common knife in the hands of a butcher. It is important thatthe teacher not lose touch with the purpose of learning by getting distracted by media and various factors.
References
Mikolaj B., Guido C., Salvatore I., Fiorenza L., Marcin N., Andrzej N., Oriana P., Szymon T., Erika W., Karolina Z., 26 August 2021,Mechanisms that Shape Social Media and their Impact on Society - Report on the State-of-the-Art in Research
https://digital-strategy.ec.europa.eu/en/library/mechanisms-shape-social-media-and-their-impact-society-report-state-art-research
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
https://www.researchgate.net/file.PostFileLoader.html?id=53ad2847cf57d75c068b45c5&assetKey=AS%3A273549456019456%401442230680395
Prof. Bhavana Singh , Prof. Minu Paul, Prahladrai Dalmia, April 2019, THE IMPACT OF DIGITAL MEDIA ON EDUCATION
https://www.jetir.org/papers/JETIRBH06029.pdf
