Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.

Computer Assisted Instruction has several advantages over traditional ways of teaching.

1. First of all, the computer has the ability to accommodate individual differences in learning speed.

2. In addition, the computer provides students with a stress-free learning environment.

3. A third advantage of CAI is that the computer can give a student immediate feedback.

4. The possibility of students being distracted from learning by new teaching equipment should not be used as an excuse to prevent teachers and students from benefiting from technological progress.

技术对人类的影响之多媒体教育

观点：社会发展，技术创新，在很大成度上改善了学校的教学方式。但是正如题目所说，有时也会给学生带来不好的影响，如果使用不当。

1． 技术的创新，录像机、电脑以及互联网的使用使教学更直观、深刻impressive、生动vivid，因而也就更有效。比如：学习如何使用计算机，看录像比从书本上学要更有效

2． 同时，这些高科技的应用使学习不受时间、空间、年龄的限制，更灵活。比如：远程教学，晚上学、在家学、进度自己控制

3． 不得不承认的是，as it is said, every coin has two sides; Addicting to videos, computers games and the Internet, or the abuse of such things as computer games, porn and violent programs to the Internet will not only distract students form learning but also endanger their psychological health. 一旦学生对这些东西着迷，他们就会对学习失去兴趣，更严重的可能是，这些没有经济来源学生为了可以去play computer games而去干一些违法的事情。因此，高科技在教学中的使用也为学校教学带了了一些负面影响。

4． 所以，学校在改善教学方式的同时，还应该注意到computer、Internet 等对students学习的影响。比如，学校应该加强对学生的教育和管理，通过引导的方式是学生正确的利用这些工具帮助学习，而不是偏离学习；同时，还可以加强与家长的联系，共同对学生进行监督。

总之：科技创新增加了学校的教学有效性和灵活性，改善了教学方式。虽然会给学生带来些负面影响，但只要加强监督和教育，合理引导，就会促进学生更好的学习。

The speaker asserts that innovations such as videos, computers, and the Internet too often distract from "real" learning in the dassroom. I strongly agree that these tools can be counterproductive in some instances, and ineffectual for certain types of learning. Nevertheless, the speaker's assertion places too little value on the ways in which these innovations can facilitate the learning process.

In several respects, I find the statement compelling. First of all, in my observation and experience, computers and videos are misused most often for education when teachers rely on them as surrogates, or baby-sitters. Teachers must use the time during which students are watching videos or are at their computer stations productively--helping other students, preparing lesson plans, and so forth. Otherwise, these tools can indeed impede the learning process.

Secondly, passive viewing of videos or of Web pages is no indication that any significant learning is taking place. Thus teachers must carefully select Internet resources that provide a true interactive learning experience, or are highly informative otherwise. And, in selecting videos teachers must be sure to follow up with lively class discussions. Otherwise, the comparatively passive nature of these media can render them ineffectual in the learning process.

Thirdly, some types of learning occur best during face-to-face encounters between teacher and student, and between students. Only by way of a live encounter can a language teacher recognize and immediately correct subtle problems in pronunciauon and inflection. And, there is no suitable substitute for a live encounter when it comes to teaching techniques in painting, sculpture, music performance, and acting. Moreover, certain types of learning are facilitated when students interact as a group. Many grade school teachers, for example, find that reading together aloud is the most effective way for students to learn this skill.

Fourth, with technology-based learning tools, especially computers and the Intemet, learning how to use the technology can rob the teacher of valuable time that could be spent accomplishing the teacher's ultimate educational objectives. Besides, any technology-based learning tool carries the risk of technical problems. Students whose teachers fail to plan for productive use of unexpected down-time can lose opportunities for real learning.

Finally, we must not overlook the non-quantifiable benefit that personal attention can afford. A human teacher can provide meaningful personal encouragement and support, and can identify and help to solve a student's social or psychological problems that might be impeding the learning process. No video, computer program, or Web site can begin to serve these invaluable functions.

Acknowledging the many ways that technological innovations can impede "real" learning, these innovations nevertheless can facilitate "real" learning, if employed judicially and for appropriate purposes. Specifically, when it comes to learning rote facts and figures, personal interaction with a teacher is unnecessary, and can even result in fatigue and burnout for the teacher. Computers are an ideal tool for the sorts of learning that occur only through repetition--typing skills, basic arithmetical calculations, and so forth. Computers also make possible visual effects that aid uniquely in the learning of spatial concepts. Finally, computers, videos and the Internet are ideal for imparting basic text-book information to students, thereby freeing up the teacher's time to give students individualized attention.

In sum, computers and videos can indeed distract from learning--when teachers misuse them as substitutes for personal attention, or when the technology itself becomes the focus of attention. Nevertheless, if judicially used as primers, as supplements, and where repetition and rote learning are appropriate, these tools can serve to liberate teachers to focus on individual needs of students--needs that only "real" teachers can recognize and meet.

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