According material or surfing the web for content related

According
to “Students are Better Off without a
Laptop in the Classroom”, deliberative discussions have been held to
determine whether a student needs a laptop during class lectures to facilitate
their learning. The machine is necessary for their learning in regards to
taking notes and gaining access to learning materials from academic portals
through the prerequisite sharing technique of e-learning. It is, therefore,
conclusive that students need to have laptops to alleviate their desires of not
only conducting research for their studies but also of expanding their
possibilities of obtaining internship opportunities to progress their learning
abilities.

However,
the author thinks that students are not experiencing the oft-touted benefits of
laptop use in class. They spend minimal time accessing supplemental course
material or surfing the web for content related to the ongoing lecture, and
these activities do not appear to enhance course performance. They are
distracting themselves for significant periods of class time by using laptops
to do social activities that harm the learning process. Furthermore, related
research suggests that multitasking laptop users also distract their classmates.

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This
is a meaningful research. The premises are enough stated in each paragraph. The
structure of the argument makes it clear that the last paragraph is the main
conclusion. The research then presents the ideas in a natural, understandable
order which makes the readers easy to distinguish the conclusion from its
promises. All promises are reliable because they are from other researches and
experiments, and the research avoids overly abstract, vague, and general writing.
It doesn’t use much loaded language, and the conclusion builds more on
substance than overtone. Moreover, the author doesn’t use different words for
the same idea. She argues that students incline to be carried away with social
activities in the social media by using laptops and end up losing concentration
of what the lecturer is discussing for the class.

This
is a strong argument. It gives many examples and researches, described in
practical experiments. However, although Susan Ravizza’s research covers a lot
of students, it’s still not enough to generalize about every student in the
world. The author of the argument is relying on the research to know what
percentage of the Internet use and academic performance, so it does okay with background
rates. This argument cites a rate for how students are using computers during
class and the impact it has on learning, and it doesn’t misuse any statistics.
Moreover, it gives counterexamples in the second paragraph. In light of
students bring their laptops to class for note-taking and reading of course
materials, it is essential to evaluate the practicality of this habit with
respect to students collectively gaining the required education ideas passed by
their lectures. But in this research, there are similar examples that emphasize
students shouldn’t use laptops during the classes because they divert students’
attention.

I
agree when the author writes, “Students are better off without a laptop in the
classroom.” Computers distract our peers and us, and we even learn less when we
take notes on computers. However, researchers say that boredom during classes
is the main contributor of failing their exams and Internet use during class
time. But I think that the laptops are the chief components of accessing the Internet
during lectures. In this case, boredom is not the contributing factor for the
student using the laptop as an Internet access device. As such the idea of
having the electronic devices during lectures is not a viable one as the
student stands to lose ground on the course guidelines and learning process.