Light Of The Attacks On The Charlie Hebdo Headquarters

In light of the attacks on the Charlie Hebdo Headquarters in early 2015, the topic of free speech seemed to regalvanize. This conversation will only pick up more momentum and fully convicted sentiments with the rise of social movements like the Black Lives Matter and Social Justice Warrior movements. Edward Morrisey writes his article, The Coming Demise of Free Speech in America, to share information regarding the first amendment, respective court cases, and the results of an implementation of a hypothetical ‘hate speech’ law. The substance and its presentation of the article is highly readable and flows easily to cover multiple topics while still giving each a fair share of dialogue. The web of topics covered is centered around that of ‘hate speech’. Questions regarding that, its relationship with the first amendment, and current events are addressed. I found that the polls and analysis of supreme court cases to be particularly insightful to the topic. The author also provided opinions and statements of opposing views to be addressed, and conceded his own position early on in the article. Doing so, the article was very capable of communicating critical details to the reader. The author’s conveyance of the subject really resonated with me personally as I believe that the idea of the first amendment goes far beyond its reach as a keystone to the constitution; it is an inalienable right. Going through the benefits and consequences of free speech I find simple. As for the

Article Analysis On the Contradictions of the New...

Summary: what is a main concept in the case or article? The main concept of the article is to explain why the New International Financial Architecture (NIFA) was created and who is being benefited from this approach. The discussion begins with an examination of the power structures of the global political economy by focusing on the continued dominance of the USA. The article presents the contradictory relations between USA and global finance will be explored so as to shed more critical light on the NIFA. This article critically examines the NIFA by linking its institutional components to the larger contradictions of the capitalist inter-state system. A contradiction is the constant promotion of financial liberalization in emerging†¦show more content†¦In order to prevent the current crisis from deepening, immediate actions are required from the major industrial countries and from the international community. There is evidence that the world economy is experiencing a major slowdown, which may deepen if inadequately managed. For e xample, Japan is in its worst recession since the war, much of East and South-East Asia is in depression, Russia is experiencing a major downturn, growth has stalled in Latin America, and the prices of primary commodities and a number of manufactures are falling in international markets. Authorities in the industrial countries must nonetheless continue to be alert. Several downside risks still remain, and current policies may prove insufficient to prevent the world economy from slipping into recession. Expansionary fiscal policies may be required in other industrial economies, in addition to Japan. It is also crucial that the rules of an open international trading system should operate smoothly, allowing the economies that face adjustment to reduce their deficits or generate trade surpluses with the more vigorous industrial economies. With the full support of the international community, IMF should put together contingency funds to assist countries now experiencing crisis or contagion and others that could become the victims of world financial crisis in the future. These include countries that may be affected indirectly by the

Social Media Has Affected The Generation Of The 21st Century

Technology has become a growing industry, intriguing adolescences to explore the numerous different ways of interaction. Cell phones, lap tops, and tablets are new compelling products for teens, which allow effortless access to social media. A national survey in 2009 finds that 73% of online teenagers use SNS (social network systems), which is an increase from 55% 3 years earlier. (Lenhart, Purcell, Smith, Zickuhr, 2010) As technology became an everyday use, more people became distracted by social media websites. Social media has affected the generation of the 21st century by weakening interaction skills, increasing cyber bullying, and impacting learning behaviors. Social media allows teenagers to take a mille when only given an inch,†¦show more content†¦Teenagers make an effort to meet and talk to everyone they can online, so much that they forget how to interact with these people outside. Being able to talk behind a screen gives someone courage to say whatever they please, whether it is a lie or not. The person becomes caught up in a web of lies, and has lost all personal identity beyond the screen causing people to have weaken interaction skills. With online communication becoming easier, there is more ways to harass and bully another person. Cyber bullying has become a worldwide issue, and in some cases can be treated as a criminal offense. Social media makes is simple to target someone by having the ability to spread posts over the entire internet. Insulting pictures can be posted online for the world to see in order to embarrass someone. Although parental supervision has become needed, there are ways to harass someone in private . A study was done to show that 59% of the social media population has a â€Å"different identity† and of that percentage â€Å"17% suggested that they pretended to be someone else so they could act mean to people and not get into trouble.(Luhtanen, Ellis, 2009) Social media has become a weapon to harm someone mentally and people use the security of hiding behind a screen to get away with it. There is no way to prove that such person committed the crime with no finger prints left behind, therefore cyber bullying may be

Where Human Rights And Cultural Relativism Meet Essay

Where Human Rights and Cultural Relativism Meet The fight for and discussion of human rights and the applicability of such rights has raged for decades, and more broadly for centuries. Philosophers such as John Locke and Thomas Hobbes have touched on human rights, and political figures such as Eleanor Roosevelt have made the theoretical discussion of such rights a reality through the Universal Declaration of Human Rights. Since the Declaration, which was adopted by the United Nations General Assembly on December 10th, 1948, there has been more and more literature on the topic, as well as if considerations should be made for different cultures. Phyllis Chesler, professor emerita of psychology and women s studies at the College of Staten Island, recently took up this apparent clash between the universality of human rights and considerations of cultural relativism. She addressed this clash by arguing in favor of banning the burka in Western countries. Martha Nussbaum, however, argu ed against a proposed ban on the burka in Spain and other European countries on the grounds that it was discriminatory against the Islamic faith to ban that certain piece of clothing. Nussbaum argued that the practices and customs of cultures should be considered when considering laws that will affect them. Amartya Sen, an Indian economist and philosopher pointed out the glaring disparity between men and women in many countries. He also explained the faults and failures of two prominentShow MoreRelatedCultural Relativism Essay1108 Words   |  5 PagesIs cultural relativism good for our society? Cultural relativism is a belief where there are no absolute moral views or beliefs can be apply to all cultures, which makes â€Å"right† and â€Å"wrong† different in every society; what is considered â€Å"right† in one society may be considered â€Å"wrong† in another. Since no universal standard of morality exists, no one has the right to judge another society’s customs. If this belief is held true, then every culture will have their own set of â€Å"rules† to live byRead MoreThe Universal Declaration Of Human Rights1728 Words   |  7 Pagesminorities and those who don’t fit the traditional mold of a people. Culture can impede progress and leave women, minorities and other sub-sects of a society without the basic human rights that they deserve. Clinging too close to culture can be dangerous. The Foundations of a Universal Declaration The Universal Declaration of Human Rights (UDHR) was drafted shortly after the United Nations was established in 1945. The aim of the Declaration was to ensure that an atrocity such as the mass killings of JewsRead MoreThe Cultural Landscape Of Church And Culture1257 Words   |  6 PagesChurch and Culture The cultural landscape is constantly bringing about new challenges that the church must address in order to reach the world for Christ. Each of these new challenges requires the church to evaluate their approach and adjust to reach the world without compromising their mission and values. The church must decide what is unchanging and what can change in relation to culture, not everything is relative to our environment. Relativism â€Å"Moral relativism of the cultural, as opposed to individualRead MoreEthics Away From Home By Thomas Donaldson1507 Words   |  7 Pagesin foreign countries whose own ethical standards contradict the company’s and those of the company’s home country. He also raises the question of whether or not it is an acceptable practice for a company to invest in a country where the people’s human and political rights are being violated. Early in his essay he poses four questions. First, should a home country or host country prevail when deciding the basis for a company’s ethical standards? Second, how can managers resolve ethical problemsRead MoreMoral Relativism And The Ethical Dilemma1615 Words   |  7 Pagesmy teachers. When I started reading about moral relativism and realised that this might be a way to explain how a â€Å"wrong† choice can sometimes be a â€Å"right† one, or at least to the person acting on it. 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This disturbing descriptionRead MoreThe Common Denominator of Security and Feminism600 Words   |  3 Pages refers to the area where theory and practice meet, it is about the struggles of the women`s movement and the theory that flows from their experiences, about women`s security understanding that transform our understanding of men`s security. The link between feminism and security points out that understanding security issues needs an enlargement to include specific security concerns and beliefs of women. This research emphasizes context-based interpretations of gender in human security. In respect

Introduction to System Design

Question: Discuss about theIntroduction to System Design. Answer: Introduction It is important to develop proper system design that can satisfy the specified requirements. In addition, providing executives with proper direction and creating decision-making framework for information technology would be helpful for the business. Scalability is one of the characteristics of a particular system that explains its capability in order to cope and perform under increased and expanded workload. In the present report, groups of people required for the business in analyzed. In addition, the methods needed for discovering of the system are analyzed in the present report along with describing recommendations for the franchise. Groups of People Required for the Business As stated by Becker et al. (2013, p.62), system design is the application of the system towards development of the products. In the present case scenario, a teacher desires to begin a Math tutorial class for children of primary school in Melbourne. Students: The class room would be mobile class room that can move around several schools in Melbourne. In order to start such business, it is required to identify the groups of people. They need to talk with the students at first. Parents: As the business deals with tutoring, it is needed to talk with the guardians or parents of the students. Caetano et al. (2016, p.631) mentioned that feedback from their site is vital to create plan and understand necessity of the business. It is also crucial to understand demands of the parents that would be helpful for the business owner to prepare delivered to the students. In addition, the business is directly linked with Math tutoring through mobile classroom. Hence, it is vital to classify the students and talk with them regarding the essentiality and benefits of the mobile classroom (Catthoor et al. 2013, p.522). Business owner: Norman and Verganti (2014, p.622) asserted that one of the vital stakeholders involved in the program is business owner. As the classroom would be independently managed by the franchise, it is required to meet with the learning materials and other materials such as online teaching materials and quizzes. Hence, talking with them would be really helpful for Mrs Ada Lovelace to make system design of the business. School administration: Along with these, the business owner needs to talk with school administration in order to get permissions for allowing their students to take participates in the mobile classroom program (Rappaport et al. 2015, p.621). Consultancy firm: In order to start a business, it is required to develop management report for explaining the entire concepts of the systems. Thus, talking with consultancy firm (NMC Consultancy) is important for starting the business. Methods for Discovering the Requirements in the System It is crucial to explain the requirements of the system that can be descried through system analysis phase activities. Gold (2014, p.522) commented that Joint application development (JAD) is one of the vital methods included in the models for determining requirements of the system design. Rapid application development as well as agile methods would assist to meet the needs of particular system. According to Friedman (2014, p.62), utilization of functional decompositions to the functions of business and procedures are involved within the process of identifying system requirements. Boehm and Thomas (2013, p.414) asserted that system analysis skill is a strong analytical as well as interpersonal skill that based on techniques of the team. It has target to deliver best possible system in lowest cost in the shortest time. In the present case scenario, joint application development brings the owner of the business into the process of design. Rapid application development is condensed vers ion for development of life cycle. On the other hand, agile methods make stress intense for interacting between owners of the business and arrangers of the business (Cline et al. 2015, p.321). Joint application development brings the owner of the business into the procedure of development as actively participants. Engagement of the users in formal process of the system would assist to create successful system. The role of JAD participants is included as leader of the business and participants get insulated from distracting day-to-day operations. On the other hand, rapid application development uses the group approach such as JAD. New information system is involved in order to complete the methodology that includes profitability of getting succeeded. The prototypes are generally modified based on inputs of the users. However, agile methods make an attempt in developing the series of prototypes that are revised and extended into final product of the business. Use of this modeling tools and techniques engage the graphical method; whereas system analysts would determine the requirements of the business. Scalability and Important Factors as Recommendation for Franchise System of scales would be able to maintain and increase the level of performance and efficiency through larger operational demands. In the financial markets, scalability is referred as the financial institutions of the ability that can handle in increased demands. A scalable economy can maintain and enhance margins of profits at the time of increasing sales volume. Scalability needs to be included within the context of business strategy that explains ability of the organization. In present days, technology makes easier in acquiring scale and customers. Scalable business concentrates on implementing the procedures that can lead to make efficient operation in the business (Kim et al. 2015, p.255). There is lack of brand enforcement cause the organizations to lose the core value and decrease scalability. In present scenario, several keys are responsible for developing scalable business. Developing concrete foundation is useful for investing time as well as energy in the system of founda tion. Robust system like powerful software can be helpful to develop details for time-consuming. In addition, focusing on scalable solutions can make expertise in short time. Embracing strategic planning makes a link in idea and getting success and development. Understanding of the business can make preparation to deal with various challenges and prepare for scopes. In addition, concentrating on the core strengths as well as outsourcing for tasks related with the business. Scalability in business is important for recommending franchise business. Several small business modules are included in this process that is ideal for several unit ownership included at the same point. In addition, opening of the business as mobile tutorial coaching can make sense in order to invest in it. Things of perspective franchise of the buyer are excited regarding the process of learning in business. It is vital for the partners of the franchise with well designed and making constant development over the time. It is vital to understand the franchise partners in order to comprehend the business model. Successful business model for franchises spend major time and motivating commission-based on the sales team. Supporting scalability as tools would help to improve the business of franchise (Stampfl et al. 2013, p.222). There are high levels of making consistency that can be related to the business with high level of consistency. Leverage of existing assets expands business of th e organization that leverages for existing assets to get the market sooner. The platform works for the organization. The organization of franchise requires making proper plan in arranging mobile classroom program. Every classroom need to be independently owned as well as managed. The learning equipments and materials like games and online teaching materials need to be gathered in the organization. The franchisee needs to make proper stakeholder management technique to arrange all supporting materials of online teaching. Linking to mobile computers to each of the classrooms require accessing of the learning materials. The learning materials need to be cached locally within the mobile classroom. Bus of the classrooms are required to provide waiting longue for guardians or parents and allow them to bring own device (Putnik et al. 2013, p.633). Large screen tablets are required to supply in the mobile classroom to each of the students. In addition, mobile class room needs to be eco-friendly that is suitable for the students. Moreover, the franchise needs to make plan to expand their business in Sydney and Brisbane. Therefore, it is required to understand demands of those areas and develop strategy for fulfillment. Central support likes booking system and finance management would be helpful to get success in the business of particular franchise. Hence, developing proper system design would be helpful for success and getting profit in the business. Conclusion From the above discussion it can be concluded that, there are several points allow the business to make it scalable as well as profitable in the market condition. Standardization provides advantages from getting ability in order to get success in the market. Proper way of creating standard procedure is vital for completing the work. Continuous management is the biggest assets of the organization. It is helpful to move different parts of the organization and make the turn easier. In order to overcome the challenges and improve on the business, it is required to take measures that would assist to gain competitive advantages in the business. References Becker, J., Kugeler, M. and Rosemann, M. eds., 2013.Process management: a guide for the design of business processes. Springer Science Business Media. Boehm, M. and Thomas, O., 2013. Looking beyond the rim of one's teacup: a multidisciplinary literature review of Product-Service Systems in Information Systems, Business Management, and Engineering Design.Journal of Cleaner Production,51, pp.245-260. Caetano, A., Silva, A.R., Tribolet, J., Neves, J. and Sinogas, P., 2016, June. The Modify Project: Combined Business and System Modeling for Adaptable Enterprise Computing System Design. InATAS Conferncia APSI(Vol. 1, No. 1). Catthoor, F., Wuytack, S., de Greef, G.E., Banica, F., Nachtergaele, L. and Vandecappelle, A., 2013.Custom memory management methodology: Exploration of memory organisation for embedded multimedia system design. Springer Science Business Media. Cline, B.G., Galvin, J.P. and Lawwill, J.W., International Business Machines Corporation, 2015.Balance management of scalability and server loadability for internet protocol (ip) audio conference based upon monitored resource consumption. U.S. Patent Application 14/852,507. Friedman, B., Kahn Jr, P.H., Borning, A. and Huldtgren, A., 2013. Value sensitive design and information systems. InEarly engagement and new technologies: Opening up the laboratory(pp. 55-95). Springer Netherlands. Gold, S.C., 2014. The design of a business simulation using a system-dynamics-based approach.Developments in Business Simulation and Experiential Learning,30. Kim, M.S., Qiao, L., Raman, V. and Shekita, E.J., International Business Machines Corporation, 2015.Systems, methods and computer program products for reducing hash table working-set size for improved latency and scalability in a processing system. U.S. Patent 9,069,810. Norman, D.A. and Verganti, R., 2014. Incremental and radical innovation: Design research vs. technology and meaning change.Design issues,30(1), pp.78-96. Putnik, G., Sluga, A., ElMaraghy, H., Teti, R., Koren, Y., Tolio, T. and Hon, B., 2013. Scalability in manufacturing systems design and operation: State-of-the-art and future developments roadmap.CIRP Annals-Manufacturing Technology,62(2), pp.751-774. Rappaport, T.S., MacCartney, G.R., Samimi, M.K. and Sun, S., 2015. Wideband millimeter-wave propagation measurements and channel models for future wireless communication system design.IEEE Transactions on Communications,63(9), pp.3029-3056. Stampfl, G., Prgl, R. and Osterloh, V., 2013. An explorative model of business model scalability.International Journal of Product Development,18(3-4), pp.226-248.

The Impact of Classroom Technology on Student Behavior free essay sample

The impact of classroom technology on student behavior Angeline M. Lavin University of South Dakota Leon Korte University of South Dakota Thomas L. Davies University of South Dakota ABSTRACT The trend toward technology enhanced classrooms has escalated quickly during the past five years as students have become increasingly tech-savvy. Classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. In fact, some may argue that technology is now expected in the college classroom. The objective of this research is to examine whether the use of technology in university classes impacts student behavior and student perceptions of instructional quality. This paper summarizes the results of a survey administered to students enrolled in business courses at a mid-sized Midwestern university. The results suggest that adding technology in courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and on student behavior. We will write a custom essay sample on The Impact of Classroom Technology on Student Behavior or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. Overall there are certain aspects of student behavior (the amount of time that students study, the quantity of notes they take, their attendance, and their interaction with the instructor) which appear to be technology neutral. In contrast, technology tends to have a meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. Keywords: class technology, instructional quality, student behavior, student perceptions The impact of classroom technology, Page 1 Journal of Technology Research INTRODUCTION Technology, it seems, is everywhere these days. As computers have become more commonplace, the use of information technology has become pervasive in most everyone’s lives. For most of us, it is hard to image daily life without the influence of technological devices, be it handheld video games, personal digital assistants, cell phones or any number of computers. This is especially true for younger generations. In academia, we have likely reached the point where the use of technology is expected, by both students and their parents (Christensen, 1999). The trend toward technology enhanced classes has escalated quickly during the past five years as students have become increasingly tech-savvy, classrooms across the nation have become â€Å"wired† and textbook publishers now offer a wide variety of computerized teaching supplements. Lowerison, Sclater, Schmid, and Abrami (2006) suggest that technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner. According to Roblyer (2003), technology may enable the learner to be more actively involved in his or her own learning. While technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). That said, a 2001 national study showed that 87% of faculty believe computer technology enhances student learning (Epper and Bates, 2001). Despite this widespread belief that the use of technology in the classroom is generally good, such may not always be the case. Burbules and Callister (2000) suggest technology can be used well or poorly, and thus its effectiveness is dependent on how it used, by whom and for what purpose. Instructors use varying amounts of technology in their classes. For example, some professors utilize PowerPoint slides or similar technology extensively or moderately throughout a course, while others seldom or never use technology. There may be several reasons why instructors ultimately adopt technology for classroom use. For some, it may help them to create better organized, more focused lectures. For others, they believe that the use of technology benefits students by engaging them more in the classroom and allowing them to listen more closely without transcribing every word that is spoken. Some professors may choose technology because writing on whiteboards or blackboards hinders their ability to interact with students. Still other instructors may adopt technology as a time saving device because it is readily available today, provided by the publishers who are eager to convince faculty to adopt their textbooks. Although the motivation may differ, theoretically the overall expectation is that technology will improve the course, engage the students and enable them to learn more. There may also be at least the implicit hope by the faculty member that teaching evaluations will improve. The study of what makes a college teacher effective is ongoing. Witcher, Onquegbuzie, Collins, Filer, Wiedmaier, and Moore (2003) suggest that students believe that effective teachers possess many if not all of the following nine characteristics, listed in order of importance: (1) student-centered; (2) knowledgeable about the subject matter; (3) professional; (4) enthusiastic about teaching; (5) effective at communication; (6) accessible; (7) competent at instruction; (8) fair and respectful; and (9) provider of adequate performance feedback. Clearly, utilization of technology can impact several of these identified characteristics or traits. Thus, in recent years, the proliferation of technology in an educational setting has sparked considerable interest on the The impact of classroom technology, Page 2 Journal of Technology Research part of researchers, and a number of studies have focused on the positives and negatives of technology use from the perspectives of the institution, student and professor. A recent study by Apperson, Laws and Scepansky (2006) examined the impact of PowerPoint on the students’ classroom experience. While they found no differences in grades as a result of the use of PowerPoint in the classroom, they did find that students in PowerPointenhanced classrooms responded differently to the classroom experience. Specifically, students believed that the PowerPoint classes were better organized and more interesting. Students also rated the professor high overall and indicated that they would be more likely to take another class from that professor. Interestingly, students in PowerPoint enhanced courses also found that the instructors exhibited more positive behaviors seemingly unrelated to the use of technology, such as providing helpful feedback in a timely fashion and creating assignments that involve higherorder more critical or creative thought. Furthermore, Atkins-Sayre, Hopkins, Mohundro, and Sayre (1998) concluded that the use of technology adds to the instructor’s credibility. Lecturers can manage class time more fficiently as less time is spent writing on whiteboards or changing transparencies (Daniels, 1999, Mantei, 2000), and thus lectures may flow better. Overall, Apperson et al (2006) believe that the use of technology in classrooms causes students to have a more favorable attitude toward their education, and benefits accrue to instructors who utilize it in their classes. However, technology usage does not necessarily result in better teaching evaluations for faculty. Lowerison et al found no significant rel ationship between actual computer use and perceived effective computer usage on course evaluations (2006). Several explanations were offered for this unexpected outcome, including the fact that students may now expect technology to be used in the classroom and no longer see it as a unique class feature that enhances their learning. These findings are consistent with the Christensen (1999) study mentioned earlier. It may also be the case that technology is not being used in an appropriate manner, that is, as a transformative, student-centered tool for learning, a concern expressed by Burbules and Callister (2000). Computer technology may also better support diverse needs and capacities of students, providing the potential for deeper processing and understanding of information (McCombs, 2000). While the technology may enhance the classroom and engage today’s student more effectively, most do not believe it replaces the need for a structured, content-driving learning process that is grounded in theory. To be effective, technology-based tools must accompany appropriate pedagogy (Laurillard, 2002). As McFarlane states, â€Å"computer use alone, without clear objectives and well designed tasks, is of little intrinsic value (1997). This paper continues the inquiry into the impact of technology on student perceptions of their own learning as well as their academic behavior. PRESENT STUDY Students taking various business classes in a medium-sized Midwestern university were invited to participate in research study seeking to assess the impact of the presence or absence of technology in the classroom on self-perceived student effort and behavior. Prior to the survey being administered in individual classrooms, instructors who participated were asked whether or not they made moderate or extensive use of technology in their courses. If the instructor used technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the absence of technology would impact various components of The impact of classroom technology, Page 3 Journal of Technology Research student learning. For example, students were asked whether the lack of technology would have a positive or negative impact on their attentiveness in class as compared to what it had been. Alternatively, if the instructor indicated that he/she did not utilize technology moderately or extensively, then the survey given in that class asked the students to give their opinion regarding how the addition of technology would impact them. Thus, for example, students in these sections were asked whether more technology usage by the instructor would affect their own level of class preparation. Survey questions were based in part on three different student evaluation forms previously or currently being used by the researchers’ university, including an early version developed and used by all public institutions within the state, the Student Instructional Report II and the IDEA Diagnostic Form Report. Both versions of the survey used the following five point scale to collect student opinions: â€Å"1† was significantly positive, â€Å"2† was somewhat positive, â€Å"3† was no difference, â€Å"4† was somewhat negative, and â€Å"5† was significantly negative. The survey also included numerous demographic questions to facilitate analysis of the responses. Among other things, students were asked whether they were graduate or undergraduate students, their program of study or major, and their year in school (e. g. , freshman, sophomore, etc. ), as well as their grade point average and gender. In total nine business faculty members, including two of the paper’s authors, administered the survey in their classes. Faculty participants were selected on the basis of their rank, varying degrees of technological proficiency and usage, discipline, and gender in order to provide a cross-section of courses being evaluated. Classes chosen included those at the 100 (first year), 200 (second year), 300 (junior level), 400 (senior level) and graduate (700) level. In all, the survey was administered in fourteen different business classes, including multiple sections of a few of the courses. The survey was administered near the beginning of last year’s fall semester. Participating faculty were asked to devote class time to allow for the completion of the survey. Enrollment in the sections surveyed totaled 700 students, including some students who were enrolled in more than one of the classes included in the sample. In total, approximately 550 usable surveys were completed and returned. A brief summary of demographic information for the undergraduate survey respondents is included in the Appendix. RESULTS Table 1 and 2 show the preliminary results of the data analysis. In each table, the mean response for each question is compared to a neutral response of â€Å"3† in order to evaluate the effects that each group might anticipate given possible changes in their classroom environments. Recall that each item was based on the following five point scale: â€Å"1† significantly positive, â€Å"2† somewhat positive, â€Å"3† no difference, â€Å"4† somewhat negative, and â€Å"5† significantly negative, resulting in a lower mean for a more positive perception. The mean is provided for each question as well as the number of students who gave a particular response. Table 1 shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively. The survey then asked the students to give their opinions regarding how the absence of technology would impact their learning from the course. There were 374 usable surveys returned from this set of classes. The means in Table 1 fluctuate between the â€Å"high 2† range and the â€Å"low 3† range. Responses from the students in these courses that used technology suggest that students anticipate that the loss of The impact of classroom technology, Page 4 Journal of Technology Research technology would have a positive impact (mean is less than the neutral response of 3. 0 and statistically different from the neutral response) on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort. Assuming that students would view less study time as more positive, it appears that students feel they would study less if technology is removed from the course. It seems somewhat counterintuitive that the absence of technology would have a positive impact on the amount of notes that students take, however, the â€Å"quantity† of notes taken can be viewed from two different angles. Students may consider it a positive to take fewer notes, and students may perceive that they take fewer notes when technology is used in the classroom. The loss of technology, according to the students, would also have a positive impact on their attendance and their appreciation for the instructor’s effort. Students may perceive that it would be more important to attend class to hear the material presented if the notes were not available via technology outside of class. In addition, it appears that students believe that technology may make teaching â€Å"easier† as the loss of technology would have a positive impact on student appreciate of instructor effort. In contrast, student responses indicate that students expect that the loss of technology would have a negative impact (mean is greater than the neutral response and statistically different from the neutral response) on attentiveness in class, the amount learned from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. These results suggest that students perceive there are specific benefits associated with technology use in the classroom. Technology may be one way instructors can maintain student interest. Indeed, the responses appear to suggest that students perceive that they might learn less if technology were withdrawn. Students also indicated that they would be less inclined to take additional classes from the instructor if technology were not used, and they might also be less inclined to take more courses in the same subject matter if technology were not a part of the classroom experience. On the other hand, the responses suggest that students might be more likely to attend class and have a greater appreciation for instructor effort if technology were not used in the classroom. Results of the two questions as to how a change in technology use from moderate/intensive to none at all would impact the student’s overall evaluation of the course and the instructor are also presented in Table 1. Students who currently experience technology in the classroom would rate a course less favorably if the technology were removed (mean above the neutral 3. and statistically different from the neutral 3. 0). However, the impact on the students’ ratings of the instructor appears to be neutral under the loss of technology scenario. Table 2 shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively. Those surveys then asked the students to share their thoughts regarding how the additio n of technology would impact the how they behaved in the course. There were 183 usable surveys returned from this set of classes. The mean for every question was below the neutral response of â€Å"3,† which suggests that students thought that those courses that did not presently use technology could be improved by the addition of it; a lower mean again reflects a more positive impact. The responses given by the students in the courses that did not include a technology component indicated that its addition of technology would have a positive impact (mean less than and significantly different than the neutral response) for all questions except two, i. e. he amount of interaction with the instructor outside of class and the students’ desire to take more classes in the subject matter. These results The impact of classroom technology, Page 5 Journal of Technology Research suggest that in the opinion of the students, the addition of technology would have an overall positive impact on their behavior. The addition of technology would, according to the students, have the most positive impact on the studen ts’ appreciation for the instructor’s effort, the amount the students learn from the course, and the quality of the notes that the students take. According to both Tables 1 and 2, the amount of interaction that students have with the instructor outside of class is technology â€Å"neutral† as the mean was close to â€Å"3† for both versions of the survey. Results of the two questions pertaining to how the addition of technology to a course that does not currently use it would impact the student’s overall evaluation of the course and the instructor are presented in Table 2 as well. The responses were positive (mean less than the neutral response of 3. and statistically different from the neutral response of 3. 0). These results suggest that the prospect of including technology in the classroom environment appears to increase the likelihood that students would perceive both the course and the instructor in a more favorable light. In addition to comparing the means for each version of the survey to a neutral response of â€Å"3,† the means for each version can be compared to each other. In Table 3, the first set of data (i. e. the left side) shows the results for the surveys given in the classes in which the instructor indicated that he/she used technology moderately or extensively, with the students being asked how the removal of technology would impact their behavior. The second set of data (i. e. , the right side) shows the results for the surveys given in the classes in which the instructor indicated that he/she did not use technology moderately or extensively, with the students being asked how the addition of technology would influence their behavior. Responses from those students in classrooms that currently used technology (left set) appeared to suggest a relatively neutral impact on the students’ evaluation of the instructor if technology were withdrawn (mean close to 3. 0), but a slightly more negative (mean above 3. 0) response to the evaluation of the course if technology were withdrawn [see Table 1]. Students who were in class that did not currently use technology (right set) indicated that the addition of the technology would improve their evaluation of both the course and the instructor (mean below 3. 0) [see Table 2]. As might be expected given the different results reported in the first two tables, the differences between the two groups were statistically significant for some of the variables as reported in Table 3. Students appear to want technology in the classroom and that desire appears to be reflected in the overall evaluation of the course and instructor. As Table 3 illustrates, students who are not currently exposed to technology in the classroom generally responded more favorably to the prospect of adding the technology than did students who imagined the technology being withdrawn. Eleven of the 17 questions reflected statistically significant differences (? lt; 0. 050) in the mean responses between the two groups. In other words, students who currently experience technology in the classroom gave significantly different responses from those who currently did not have technology in the classroom. The questions that reflected statistically significant differences are noted with an â€Å"*† in Table 3. For those questions in which a statistically significant difference between the two groups was observed, responses from students who currently do not experience the use of technology in the classroom reflected more positive mean responses to the addition of technology usage than did their counterparts who might experience the withdrawal of technology in the classroom. The six items that did not generate statistically significant differences between the two survey groups were as follows: †¢ Amount of time you study for class each day. †¢ Amount of time you study for exams and quizzes. The impact of classroom technology, Page 6 Journal of Technology Research †¢ Quantity of notes. †¢ Overall attendance. †¢ Amount of interaction with the instructor during class. †¢ Amount of interaction with the instructor outside of class. These results suggest that student perceptions of these six items are â€Å"technology neutral. † In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast for nine of the eleven items marked with an â€Å"*† in Table 3, technology appears to have a positive impact because the loss of technology (left side) has a mean greater than â€Å"3† (negative impact) and the addition of technology (right side) has a mean less than â€Å"3† (positive impact). Therefore, according to the comparison of the two samples, technology has meaningful impact on student preparation for class, attentiveness, quality of notes taken, student participation in class, student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The student response to one question [student’s appreciation of instructor effort] is more problematic. In each group student responses suggested a change from the existing situation might be viewed more positively than maintaining the status quo, and each group reflected responses that were significantly different from a neutral response on this question [see Tables 1 and 2]. Although each group responded more positively than neutral to this question, students in the group without technology for whom it was suggested technology might be added responded more positively than did the students who were asked to imagine a class in which the technology might be withdrawn. SUMMARY AND CONCLUSION The results of this study suggest that adding technology to courses where it is not currently used is likely to have a positive impact on student perceptions of the instructor and the course as well as on most aspects of student behavior. However, it interesting to note that removing technology from courses that already use it would not appear to have a negative impact on all aspects of student behavior. For example, removal of technology from a course might, according to student responses, have a positive impact on the amount of time they study for class each day, the amount of time they study for exams and quizzes, the quantity of notes they take, their overall attendance for the class, and their appreciation for the instructor’s effort. However, removal of technology from a course that currently utilizes it would be viewed negatively in terms of the overall evaluation of the course, the students’ attentiveness in class, the amount the students learn from class, the students’ desire to take additional classes from the particular instructor, and the students’ desire to take additional classes in the subject matter. Comparison of the loss of technology in a course that currently uses it versus the addition of technology to a course that does not use it suggests that there are certain aspects which are â€Å"technology neutral. In other words, the addition of technology where it is currently not used or the loss of technology where it is used is not perceived to have a meaningful impact on the amount of time students study, the quantity of notes they take, their attendance, or their interaction with the instructor. In contrast, technology appears to have a meaningful impact on student preparation f or class, attentiveness, quality of notes taken, student participation in class, The impact of classroom technology, Page 7 Journal of Technology Research student learning, desire to take additional classes from the instructor or in the subject matter, and the overall evaluation of the course and the instructor. The research is not meant to determine how effective technology was in helping students learn or which technology might be most effective. Rather, this research focuses on student perceptions or opinions regarding technology usage and how adding technology to a course that does not use it or eliminating technology from a course that does use it might impact a student’s perception of the course or the faculty member as well as his/her behavior. These results suggest that students taking business classes at this Midwestern University perceive that technology use in the classroom does indeed have an overall positive impact. While technological enhancement may not necessarily be appropriate for all classroom situations and all subject matter, these results suggest that instructors who are comfortable using technology and find that it enhances their teaching experience should continue to incorporate it in their classes. Those who do, however, must remember technology for what it is – a tool which can have a positive impact on student behaviors and perceptions when used appropriately.