Students and Technology in the Classroom

I love my blackberry — it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices（設(shè)備）and truly communicate with others.

On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule — no laptop, iPads, phones ,etc .When students were told my rule in advance of the class, some of them were not happy.

Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.

The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course the material and the class discussion.

I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.

I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

1.Some of the students in the history class were unhappy with _______.

2.The underlined word “engage ”in paragraph 4 probably means _______.

3. According to the author, the use of technology in the classroom may _______.

4. It can be inferred from the last paragraph that the author _______.

A low-carbon lifestyle is of great benefit to improve______ world environment. Nothing can be enjoyed from it until you have______ deep understanding of it, though.

1. A.
   a; the
2. B.
   /; a
3. C.
   the; /
4. D.
   the; a

Students and Technology in the Classroom
I love my blackberry — it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices（設(shè)備）and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule — no laptop, iPads, phones ,etc .When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course the material and the class discussion.
I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.
I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.
【小題1】Some of the students in the history class were unhappy with _______.

When I was growing up, I had an old neighbor named Dr. Gibbs. He didn’t look like any doctor I’d ever known. He never yelled at us for playing in his yard. I remember him as someone who was a lot nicer than most of the adults in our community.

When Dr. Gibbs wasn’t saving lives, he was planting trees. His house sat on ten acres, and his life’s goal was to make it a forest.

The good doctor had some interesting theories concerning plant care and growth. He never watered his new trees, which flew in the face of conventional wisdom. Once I asked why. He said that watering plants spoiled them so that each successive tree generation would grow weaker and weaker. So you have to make things rough for them and weed out(淘汰) the weaker trees early on. He talked about how watering trees made for shallow roots, and how trees that weren’t watered had to grow deep roots in search of moisture. I took him to mean that deep roots were to be treasured.

So he never watered his trees. He planted an oak and, instead of watering it every morning, he beat it with a rolled-up newspaper. Smack! Slap! Pow! I asked him why he did that, and he said it was to get the tree’s attention.

Dr. Gibbs passed away a couple of years after I left home. Every now and again, I walked by his house and looked at the trees that I’d watched him plant some twenty-five years ago. They’re extremely tall, big and robust since they have deep roots now. However, the trees in my garden trembled in a cold wind although I had watered them for several years.

It seems that adversity(逆境) and suffering benefit these trees in ways comfort and ease never could. I stood there deep in thought.

Every night before I go to bed, I check on my two sons. I stand over them and watch their little bodies, the rising and falling of life within. I often pray for them. Mostly I pray that their lives will be easy. But I think that it’s time to change my prayer(禱詞) because now I know my children are going to encounter hardship.

According to Dr. Gibbs’ theories, trees will become weaker if they _________.

A. are lack of care　　　　　B. are watered      C. are weeded out　　　　　D. are beaten

According to Para.3 and Para.4, we can infer that Dr. Gibbs’ motto(座右銘) may be       .

A. “Seeing is believing”                                    B. “Put everything in proper use”

C. “Practice makes perfect”                               D. “No pain, no gain”

The underlined word robust in Para.5 most probably means _________.

A. strong　　                      B. strange　　       C. deep　　                        D. old

Which of the following may be the author’s best prayer for his two sons now?

A. I wish them strong wings, with which they can fly higher and touch the sky.

B. I wish them nice fortune so that they can meet people like Dr. Gibbs in the future.

C. I wish them deep roots into the earth since the rains fall and the winds blow often.

D. I wish them great shades under the tree since the sunlight is always sharp and bitter.

Which of the following can be the best title of this passage?

A Nice Doctor  B. The Deep Roots  C. Adversity and Suffering  D. My Childhood Memory