User:Guacamomole/sandbox

INTRODUCTION: We are now at a time when technology is continuously growing and becoming a permanent part to our lives. Everything now has their own online copy or version in attempt to cut down paper usage, which is, undoubtedly good. Although most teachers did not allow technology in years past, classrooms now are becoming more tech-savvy and utilizing laptops during class for research and note taking. However, is taking notes on the computer as effective as the traditional pencil and paper? Does utilizing technology during class create more problems for professors? This is a multi-faceted topic that can be dissected as such.

CURRENT USE: High schools and Universities have through the years permitted laptops during lectures for note-taking. Though proportions are varied through disciplines, 93.3% of university students take notes during lectures -the other percent just look at the slides provided by the professor (Steimle et al., 2009). Students who take notes typically used the traditional pencil and paper. The students who do take notes on the laptop typically type their notes down on Google Docs or on Word. Students are able to share, edit, and organize notes more efficiently (Kim et al., 2009).

SECURITY ASPECTS: Taking notes online or digitally does not pose any major risks, though privacy may become variable to hacking. In that case, information could be taken without consent if the owner is not careful. There is that added responsibility to utilizing technology.

ETHICAL AND SOCIAL IMPLICATIONS RELATED TO TOPIC: Although taking notes on computers and laptops is an efficient way to get what the professor says in a short amount of time, it turns out that students with that tend to take less note than those who take notes on paper (Kim et al., 2009). Taking notes on paper also has proven to be more effective in helping students retain information better and had better understanding of the material (Blankenship, 2016). Because writing by hand is slower than typing on a computer, students are forced to paraphrase and condense the lecture material, which requires more “brain power”. This ultimately helps the student remember and apply knowledge later. On the contrary, taking notes on computers seemed to have benefitted middle school students and showed better performance on tests (Jackson, 2015) and students performed better taking notes without any auditory distraction while taking notes on the computer (Lin et. al, 2011). When university students volunteered to take notes on a public digital platform, they also took responsibility amongst themselves to have factual and more intellectual notes for others to use (Malani 2009). All these articles seem to contradict each other. Some say digitally taking notes is good, others say it is bad. Most of my professors told me students who took notes on paper performed better on exams than the latter. I put my trust into my professors more so I will believe that. More research will have to be made on the topic.

FUTURE USE: If we are able to utilize digital devices to effectively take notes, then test performance will not be an issue. Perhaps in the near future, all classes will become paperless (we are halfway there anyway!).

REFERENCES:

Steimle, J., Brdiczka, O., & Mühlhäuser, M. (2009). Collaborative paper-based annotation of lecture slides. Journal of Educational Technology & Society, 12(4), 125-n/a. Retrieved from https://search-proquest-com.mutex.gmu.edu/docview/1287039537?accountid=14541

Kim, K., Turner, S. A., & Pérez-quiñones, M.,A. (2009). Requirements for electronic note taking systems: A field study of note taking in university classrooms.Education and Information Technologies, 14(3), 255-283. doi:http://dx.doi.org.mutex.gmu.edu/10.1007/s10639-009-9086-z

Blankenship, M. W. (2016). Comparing note taking and test performance in methods and modes of note taking conditions (Order No. 10141351). Available from ProQuest Dissertations & Theses Global. (1822245526). Retrieved from https://search-proquest-com.mutex.gmu.edu/docview/1822245526?accountid=14541

Jackson, E. (2015). Comparing analog and digital note-taking among middle school students (Order No. 3740349). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (1752650868). Retrieved from https://search-proquest-com.mutex.gmu.edu/docview/1752650868?accountid=14541

Malani, R. (2009). Public digital note -taking in lectures (Order No. 3355788). Available from ProQuest Dissertations & Theses Global. (304854780). Retrieved from https://search-proquest-com.mutex.gmu.edu/docview/304854780?accountid=14541

Lin, L., & Bigenho, C. (2011). Note-taking and memory in different media environments. Computers in the Schools, 28(3), 200-216. doi:http://dx.doi.org.mutex.gmu.edu/10.1080/07380569.2011.594989