As mentioned in the adjacent “About Me” section, my name is Kiara— though, I also prefer to be called “Kay”— and I am a twenty-six year old student at California State University, Northridge, who is pursuing a bachelor’s degree in the field of English. Ultimately, my aspiration is to enter the world of academia, particularly that of the secondary school level (meaning, middle and high school). In order to achieve that goal, however, I must first familiarize myself with what academia currently requires. Schooling is much different now than it was when I was a child; advancements in technology have “changed the game,” so to speak, both for the better and for the worst. I myself was born on the eve of the new millennium, and I personally witnessed the abrupt shift in how we as a society have approached technology. It goes without saying that, in the last two decades, we have developed somewhat of a dependence on technology, and that reliance has extended into the classroom and curriculum.
If I may be frank, while I do believe that it has its glaring issues and limitations, I feel that the use of media technology in the classroom is— at this point in time— almost unavoidable. Hence why I am of the opinion that media technology should have a rather prominent role in an academic environment. Now, before I continue, this is not to say that students should be fixated on their phones for the duration of their classes, mindlessly scrolling through Instagram and TikTok while a lecture falls on their deaf ears. Quite the opposite, in fact. Media technology should be used as a tool to facilitate inter-classroom connections. For instance, instant messaging platforms like Discord could serve as a way for students to congregate and collaborate, asking each other questions and sharing ideas related to certain course concepts. This is a practice that I have frequently seen during my time at CSUN, and I must admit that it is a brilliant use of media technology. No man is an island, after all, and no student should feel as though their class will require them to fend for themselves. By using media technology in this manner, students can remain in close contact with one another, thus contributing to a sense of community within their classes.
On that note, though, media technology should not be utilized as a means of supplementing instruction altogether, as that can create a chasm between a student and their comprehension of the material. There is a benefit to being able to communicate with an instructor, whether that be in-person or online. Attempting to eradicate that can hinder a student substantially. I should know; when I was enrolled in an Intermediate Algebra course at my community college, I was left in the lurch due to my professor’s heavy dependence on online programs. This professor would spend approximately thirty or so minutes discussing the concepts and material that we needed to complete our homework assignments, and the remainder of class time— which, if I recall correctly, was about another two hours and fifteen minutes— was dedicated to fulfilling those assignments on an online program. Many students, including myself, struggled in that class, since the professor was so adamant that this program would surely deepen our understanding. But, in reality, it was no more than a tedious chore, one that raised more questions than it did concrete answers.
Overall, media technology should be a bridge for students to build in order to form helpful and lasting connections with one another, as that will provide them with the support they need in their academic careers. Hopefully, as I continue my own quest to become a secondary school teacher, I will be able to learn how to incorporate media technology into my classroom for this purpose. I do not believe that media technology is an inherently harmful concept; when used in the right way, it can be of great assistance for instructors and students alike.
