Collaborative online learning Essay Example | Topics and Well Written Essays - 3000 words

Collaborative online learning - Essay Example The purpose of collaborating online is to enable learners to interact with each other, to help them share knowledge, and to facilitate them in exchanging thoughts through using online portals (Geiss & Roman, 2013). Online learning incorporates collaborative learning which is recognized as a great and worthwhile opportunity, not only in terms of allowing access for fellow students, but also in giving them chances to work together so to make theor learning take place online more effectively, as compared to the traditional face-to-face class (Tsai, 2011). Generally, collaboration is now recognised as one of the most essential skills that are necessary for learners to function effectively within an online community. It is necessary that we know how students learn, communicate, and how the increasing functionality of technology is raising the bar of communication and collaboration (Sulisworo, 2012). By definition, collaborative learning refers to certain environments in which learners engage in a common and authentic task and the methodology applied therein, and in which each peer is dependent on and accountable to the others in the group or team (Tsai, 2011). Bouroumi and Fajr (2014) defined collaboration and cooperation as "teaching strategies that allow students to interact with each other and work together in order to learn more efficiently" (p.66). Cullen, Kullman, and Wild (2013) also mentioned that the practice of collaboration involves "a situation where two or more people learn or attempt to learn something together, and it ha s strong support from a range of theoretical perspectives including motivation, cognition, and social cohesion" (p. 426). Collaborative learning has also been defined as a pedagogy in which learners come together, usually in groups, and grain in their learning as a result of mutual cooperation. In this arrangement, each

The Process Analysis Essay Example for Free

The Process Analysis Essay Introduction    An essay is a comprehensive form of true and fair view of representing facts in a particular style of writing [APA, Harvard, MLA, Oxford etc.,] about a subject, issue or a topic. It   defines, briefs, describes achievements, discusses facts and ideas and projects future claims of any paramount discussion or subject.  Ã‚  Ã‚   An essay is immensely useful to students, lecturers, professors, employees and to business entrepreneurs. It   provides large amount of information in snippets while saving time and enabling the process of decision making much easier. A well-written essay is easily readable, delivers accurate dialogue,   serves the purpose of writing and is in close relevance with the usage of terms and phrases. Essay: How useful it is:    Students: Essay can be used as preparatory notes for final exams and also as a gist of main points to work in detail and prepare notes. It is also used for evaluation purposes by teachers in schools. Lecturers Professors: Essays provide new information to lecturers, while evaluating, although it is a hard job to go through students essays over and over again about the same topic, to grade the essays of students.   Most of the students never give up to improve their grades and in order to upgrade their levels, efforts are hard to bring out the best in sources, ideas, and include in writing which results in   a refined work. Employees and Business Entrepreneurs : An essay provides details about a particular field. For example, if a small nursery garden is to be opened, for selling plants, a complete detailed planning is required for a beginner.   This can be discussed through essay as it serves   the purpose of even a small home business.   For an employee, essay is a media of communication for motivation, instruction or explanation for any matter that cannot be discussed over table on a personal or management level. Look more:  process essay III. Kind of Essays:   The usage of words and framing of sentences is dependent on the level or grade of student. i.e. school, college, university/Master or research.  Ã‚   Basing on the level of education, simple, medium, high-level of English language can be used. Students: Grade :8-10+2, essays are informative and in order with curriculum, easily readable and vivid in concept presentation while written in simple English. College: 12+ : Essays are written according to the expectations of lecturers. Lecturers would like to ascertain the level of understanding of students.   Therefore, the emphasis is on understanding of concept rather than providing information from various sources.   For example, if a student is asked to write about FIFA as a current sport in trend, student is expected to brief   about   the sport, its importance and what is the personal approach of the student, towards FIFA.   This will also entertain the lecturer and builds the rapport with the student. University Research: Working on essays in this particular level, require utmost hard work, care and excellent usage of English language. Students are in great benefit for their sincere efforts at a later point of time in career, therefore, any lacunae in writing essays, or researched essays will result in lowering their image. A detailed and thorough hard work is required, even if it is time consuming. As they say â€Å" paper always speaks† of what we are. Concentration is required in the following areas while writing University and Research essays: Collection of facts and preparing draft notes. Collection of views, surveys and opinions. Collection of advantages, disadvantages, remedies and future claims. Excellent usage of English language, with proper punctuation and grammar. Read, re-read, print draft, correct the draft, read and finally print. WYSIWYG : what you see is what you get. Application of four ‘W’s: [why, who, what and where A good beginning is always impressive and encourages reader to look further. Apart from writing facts, encourage and entertain the reader with new and accurate information. Attempt to prove that â€Å"pen is mightier than sword† in writing which will definitely results in achievement of good grades. Essays :Provide information for multi-projects For a venture capitalist or a novice in business, web provides a complete information for all. Gathering information, processing and framing as an essay is a perfect outlook for essay form of writing. Perfect essay works and achieves its target.   Therefore, it is important to analyze what is required in essay and its emphasis while taking up a subject for details.  Ã‚  Ã‚  Ã‚   Without proper and exact analysis of what information is required, many a times, essays do not serve the purpose. Concentration is required in the following areas for gathering details: Purpose of essay : whether it is for real time project/business or a student-based. What is required: A clear writing of the requirements in essay will make the job easier and fast in collecting details. A quick short break : While preparing essays, short breaks will provide fresh ideas, words and sentences. Always jot down the points and tick as and when the writing is finished. Adopt and practice professional writing and presentation. What are the components of a good Essay Use best English Simple style of writing, neat, professionally presented, using not too difficult jargon, is appropriate and considered good for essays. Avoid pessimism, criticism [different from advantages and disadvantages] and negativity in essays. Represent facts in short sentences, paragraphs and numbered sub-headings.   Usage of business terms, legal phrases or with respect to any other field are considered appropriate and suit the need for a good essay. References References are best sources to prove, the kind and quality of essay.   Quality essays always provide and present professional sources. Browsing through a well-written, informative source will assist a student to understand, assess and re-write which is an excellent job in quality writing. What is required in the content? For example, a Microwave oven does baking, cooking, defrosting, grilling and heating. It also heats on the levels. i.e. 100%, 80%, 60%. The user has to press the indicator for a particular task.   Similarly, each particular subject/topic/issue, has varied forms. What is required in the content has to be absolutely clear and concise. Conclusion Before beginning of writing an essay, question should be well read, understood, and analyzed as to what is expected in an essay as answer. Further work on jotting down points according to the number of pages, whether more details can be written or to be in brief. A single source cannot provide the entire information, if more number of facts or details are to be worked out, it is required to visit more number of sources, collect points and frame notes. Dos Walk an extra-mile for research on a topic. Allocate specific hours to think and write on a particular issue. Provide accurate, consistent and tidy work. Re-assess the final job before submission. Don’ts Avoid rush-up work as per the proverb â€Å"haste makes waste†. Never get disheartened if grading is not up to the expectations, but try to work hard to bring the essay to the standards. Reference: How to write an essay: http://www.How to write an essay.htm

Analysis of the Liberian Conflict

Analysis of the Liberian Conflict Background to this Conflict Analysis The Liberian conflict began in 1979 with civil unrest and ended in 2003 with the forced exile of the then president Charles Taylor. During this 24years period, Liberia has had a number of significant turning points: two regime-changing coups (1980 and 1990) and with them the assassination of 2 presidents, two civil wars, the first in 1989 90, the second from 1997 2003, and two elections, 1985 and 1997. The period was marred with systemic violence and human rights violations which resulted in the death of 150 250,000 people and 1.5 million people displaced (FRTRCLDP, 2009: 3) this is startling given a pre-war population of 2.8 million. However, if we examine the period from the rice riots of 1979 and the 1980 coup we find a steady escalation in direct violence starting from that period. Furthermore there is substantial evidence of structural violence in pre-79 Liberia. The means of financing the regimes of Charles Taylor, Samuel Doe and the True Whig Party, from 1979 to 2003 were very different during reign (Reno 1999,pp102 103 ), but nevertheless the political, hierarchical structures endured throughout this time, albeit with different leaders. This continued to allow a ruling elite to exploit the subjugated masses as it had done for the previous century. Furthermore, the lack of loyalty towards Taylor, by the wealthy elite, is comparable to the lack of support for Does administration, by the same elite, during Does final years in office. The similarities between Taylors reign, the Doe era and the period of rule prior to 1979 demonstrate a cyclical nature to the conflict. Therefore, unless the period under review in this conflict analysis is based around one of the turning points noted above, the selection of a time is almost arbitrary if chosen during this period. Furthermore, if one tries to analyse the conflict at the time of the first civil war or post 1990, the discourse leads to an examination of the conflict and structures during Does rule, and ultimately, this leads to an analysis of the societal structures and conflict potential prior to the 1979/80 uprising. In order to provide a time frame for evaluation, this analysis will focus on the period of 1979 1989 because what comes thereafter is very much a product of what came before. Conflict Analyses The aim of a conflict analysis is to provide a better understanding of the causes and drivers of a given conflict. Several leading development agencies have designed conflict analysis tools to help them to better target their development work and to ensure that they do not aggravate a conflict situation through that development. A summary of few prominent conflict analyses can be found at Appendix 2 Methodology The aim of this conflict analysis is to gain an understanding of the root causes and manifestations of violence in Liberia over the period 1979 1990, in particular focusing at the country level. The analysis will also identify and analyse sub-national, regional and international actors that affected the conflict. The DfID Strategic Conflict Assessment consists of three parts: Conflict Analysis; Analysis of responses to the conflict; Strategies and options for dealing with the situation; The Conflict Analysis Framework of the assessment examines the following areas: Table 1 DfID Conflict Analysis Framework Conflict Analysis (i) Structures (ii) Actors (iii) Dynamics Analysis of long term factors underlying conflict: Security Economic Political Social Analysis of conflict actors: Interests Relations Capacities Peace agendas Incentives Analysis of: Long term trends of conflict Triggers for increased violence Capacities for managing conflict Likely future conflict scenarios (Great Britain, DfID, p10, Table 1). The DfID framework provides a tool which is easily transferable to analyse the Liberian conflict within the parameters set. A secondary aim of this analysis is to see whether we can shed any light on the greed versus grievance debate and to help assess the predominance of one set of motivating factors over the other in the case of the Liberian conflict. Greed and grievance The principle greed arguments focus on the economic benefit that might motivate an individual, or group, to fight and then continue fighting (Mac Ginty 2006: 69) Three pre-conditions, have been identified, by Collier, as conflict catalysts in greed based theories. These are access to primary commodities, the proportion of young men in society and the amount of education available (Collier 2000, 93). Collier goes so far as to rank the importance of these factors but does not suggest that all three need to be present at the same time. Grievance theories of conflict emphasise arguments of ideology, ethnicity, human needs and inter-group competition (Mac Ginty 2006: 71). Idoelogy and ethnicity are often used by the layperson in explaining conflict causation, but a fuller analysis often identifies these as sustaining a conflict rather than initiating it, leaders might use ethno-religious calls to ‘rally the troops, but this is often not the underlying cause (Barash and Webel, 2002: 15) . Based on statistical research, Collier argues (2000: 96) that grievance theories of conflict causation â€Å"are so unimportant† compared to the prevalence of greed based motives, that, â€Å"grievance based explanations of civil war are so seriously wrong†. However, he does admit that that under the right circumstances (such as following and economic slump) grievances motives can be explained. Structures Societies that are socially fractionalised along ethnic or religious divides are significantly less prone to conflict (Collier, 2000: 98). Social division in Liberia lay between 17 groups (FRTRCLDP 2009: 51). The first group consists of the original settlers from the US freed slaves who arrived in Liberia in 1822, this group were known as the Americo-Liberians; together with the Caribbean freed slaves they constituted 5% of the population. The remaining groups were formed from 16 separate indigenous tribal groups. There were further splits along religious lines. The US settlers brought with them Christianity which spread amongst the population. Liberia also had an Islamic population from the African-Arabic slavers of the 16th and 17th centuries. By 1980, this provided a blend of approximately 40% Christian, 20% Muslim, 20% indigenous religions (and a number of individuals practicing some form of hybrid religion). According to the hypothesis, Liberia would be very unlikely to collapse into civil war due to its non-homogeneous nature. This was in fact the case rprio to the arrival of the Americo-liberians; A study by Olukujo (as cited in the FRTRCLDP 2009: 51) notes that for hundreds of years the 16 tribes had lived in relative peace with â€Å"intermarriage, modern education and westernised Christianity, Islam and other foreign influences† blurring tribal ethnicity. Furthermore, each family had a family head and each village a council of elders who would resolve conflicts. However, when analysing the Liberian political and economic structures prior to 1980, we find that it is difficult to untangle the two strands; this is because the Liberian system was very hierarchical with a ruling elite and a proletariat; there was limited, if any middle class. The establishment of the Liberian political system, in the 18th century, was based on a US constitutional model (Outram, 1999: 164) with a Senate and a House of representatives. However, only the Americo-Liberians were allowed to vote. The political elite passed laws which kept the indigenous people subjugated, both politically and economically, Evidence of this self-perpetuation can be seen in the fact that the True Whig Party was the only political party that held officer from 1877 until the coup in 1980, even the previous President, President Tubman, remained in office for an unbroken period of 37 years. It is very unlikely that the True Whig Party would have been voted out prior to the coup, as the indigenous population did not have the right to vote, until a constitutional change in 1984. Therefore those who had political positions were also either economically power or financially well connected. Those without money or power were subjugated by this ruling elite known as a patron-client relationship (Outram, 1999: 165). The President had a significant amount of power vested in him, as both the Chief of State and Head of Government. President Tubman consolidated power in his position, just as Doe did 10 years later, and both following unsuccessful coups. So the evidence suggests that the ruling elite in society were able to exploit self interest and so were motivated by greed. We shall now turn our attention to the motives of the subjugated. When a rebel organisation has the potential to gain sufficient size that the prospect of a conflict has a realistic chance of success, then individuals will be more likely to bond together for grievance based reasons (Collier, 2000: 99). So, if Liberia is viewed through the lens of the masses, then the society is much less divided; with split of 95% indigenous population to 5% ruling elite (FRTRCLDP 2009: 5). This allows us to evaluate the grievance theory model due to Liberias homogenous nature and therefore its propensity to civil war for grievance reasons. The following lists examples of laws that were passed that demonstrate the lack of rights tahts wereexperienceed by the indigenous people REFERNCES!!!! Examples of the laws passed by the government included: the 1864 Ports of Entry Act, which restricted foreign trade with indigenous people, the indigenous werent granted citizenship until 1904. In 1926 the government leased 1 million acres of land to the firestone company, land which was inhabited, they then conscripted local labour for the company and other neighbouring countries. In 1931the Government of Liberia was requested to defend its position over allegations from the League of Nations of svaling the indigenous population. . Economic 1864 passed laws baning trade Political US constitiional arrangement Single party from1877, Political eltie Social Access to education forced adoption referred to as barbarians no tribal problems Unification attempts but more for popular support context of the regional issues at the time. Indeed when Samuel Doe rose to power in the 1980 coup he did so onthe back of a wave of local grievances. Dynamics Manifestation of Violence Defintion of direct and structural Violence, definition of peace and conflict Comparison or 1985 Vs 1955 Structural: no right to vote, land taken away, human salvery and conscript labour, not even citizens til 1904 Quotes form TRC Ref topdown and bottom up Mac ginty p 77, 3rd feature of conflict†¦.. Corruption Issues regarding money and support for wealthy elite Issues of 23 million to release Ellen and the 400m in aid. Table 2 Comparison of Violence Pre 1980 Post 1980 †¢ Ruling Elite (Americo Liberian) †¢ No right to vote for masses †¢ Power vested in the President †¢ President is Chief of State and Head of Government †¢ Army used as security †¢ Suppression of uprising 1955 †¢ Huge personal financial incentives to stay in power foreign investment †¢ NO Ethnic tensions (Olukoju 2006) †¢ Ruling Elite (Krahn tribe) †¢ No Right to vote for the masses Voting overturned †¢ Political structure remains the same †¢ Power vested in the President †¢ Army used as security †¢ Harsh suppression of coup by Gen Quiwonkpa 2985 †¢ Huge financial incentives to stay in power †¢ Escalation of Structural violence and direct violence †¢ Inter-ethnic fighting †¢ Corruption increases as a survival mechanism Conclusion Violence escalation table The following table summarises the level of violence during the period and notes the factors that sustain or escalate the violence. Table 3 Violence Manifestation Violence Manifestation and Explanation Initiation †¢ ‘Colonial structures and exploitation in Liberia lead to → Localised grievances and structural violence, Create opportunities for Sustainment †¢ Individual actors greed → nepotism to galvanise own support → fractionalisation leads to ethno-tribalism †¢ No structural change takes place → continued marginalisation / HR violations Which creates: Escalation †¢ Further grievances which fuel the conflict → Direct Violence as a survival mechanism ‘Poverty and lack of opportunity, intensified by the war have helped promote the attractiveness of fighting as a means of survival (Atkinson, 1997) The story of Liberia between 1979 and 1990 is one of action, inaction and reaction: action by the proletariat and ruling governments (pre and post 1979), inaction by the international community and reaction by regional actors to the. The violence during this period escalated from societal structural violence in 1979 to overt direct violence against the civilian population and opposition groups in 1990. This resulted in an increase of displaced persons, frustrating neighbouring countries threatening to de-stabilised the region. The actions by regional countries coupled with the frustrations of the masses provided the circumstances which could lead to a second coup, and the first civil war in 1989. The DfID Conflict Analysis Framework provides a useful tool with which to analyse a protracted conflict such as Liberia. By examining the structures and dynamics in play at both national and local levels it has been possible to see that the Liberian conflict shows signs of greed and grievance motivations with each playing off the other. The ruling elite motivated by the prospects of substantial wealth and pursuing a desperate attempt to hold onto power, and grievance by the oppressed masses with little prospect of anything better unless they rise up and rebel against the elite. Epilogue The greed and grievance cycle, as discussed in the background to this analysis continued to play out during Charles Taylors reign. Taylor has suggested that his motives for staging a coup had been to force regime change of a brutal dictatorship (Ref). That might have been his altruistic outward cry, indeed â€Å"narratives of grievance play much better with this [the international] community than narratives of greed.† (Collier, 2000: 92). It is clear now that Taylors coup was heavily supported internationally, and regionally (Ref). What is also evident now is that within the first 6 months of Taylors charge for Monrovia, he had not only gained control of 90% of the country, but had also amassed a personal wealth of USD 3.6million. It is also estimated that during the period 1991 1994, Taylor had a personal income of USD 420 450 million per year (REF). In this context it of difficult to see how greed rather than grievance was not his motivating factor. The economics of a war torn society, (particularly one which has an abundance of extremely profitable primary commodities) has an ability to sustain conflict. Once the shackles of a oppressive regime are unable to control the population, the rise of strongmen and warlords is possible . Then, fuelled, by the potential of substantial wealth, they will strive to keep the inferno of conflict burning. Conflict Analyses The World Bank Conflict Analysis Framework. This uses 6 variables (social and ethnic relations, governance and political institutions, human rights/security, economic structure and performance, environmental and natural resources and external factors) which are analysed against given criteria. These are graded and then linked to their impact on the conflict and on the countrys poverty level. This framework allows for the extraction of underlying causes and the opportunities for conflict. The US AID Conflict Assessment Framework focuses on Means, Motives and Opportunities and also includes regional and international factors. The framework therefore allows for a holistic approach and also provides an understanding of the prevalence of greed or grievance agendas in conflict zones. Like the World Bank conflict analysis it highlights causes and opportunities for conflict. The Department For International Development (DfID) Strategic Conflict Assessment (Great Britain, DfID) is a tool that was developed by DfID to assess: risks of negative effects of conflict on programmes; risks of programmes or policies exacerbating conflict; opportunities to improve the effectiveness of development interventions in contributing to conflict prevention and reduction. The assessment criteria allow the assessment to focus on programmes or projects, or at a strategic level on a country or region (Great Britain, DfID, p6).

Jonathan Edwards the Great Preacher Essay examples -- Theologians

He was a man whose very words struck fear into the hearts of his listeners. Acknowledged as one of the most powerful religious speakers of the era, he spearheaded the Great Awakening. â€Å"This was a time when the intense fervor of the first Puritans had subsided somewhat† (Heyrmen 1) due to a resurgence of religious zeal (Stein 1) in colonists through faith rather than predestination. Jonathan Edwards however sought to arouse the religious intensity of the colonists (Edwards 1) through his preaching. But how and why was Edwards so successful? What influenced him? How did he use diction and symbolism to persuade his listener, and what was the reaction to his teachings? In order to understand these questions one must look at his life and works to understand how he was successful. In his most influential sermon, â€Å"Sinners in the Hands of an Angry God†, Jonathan Edwards’ persuasive language awakened the religious fervor that lay dormant in colonial Americans a nd made him the most famous puritan minister of the Great Awakening in North America. In order to understand Edwards use of language however, one must look at his early life and formative influences. His family undoubtedly shaped his religious career because â€Å"[H]e was the only son among the eleven children of Rev. Timothy Edwards and Esther Edwards, the daughter of influential puritan clergymen Solomon Stoddard† (Wachal 1). Growing up in a religious family must have influenced his career path. Then â€Å"Edwards attended Yale School of theology at 13 years of age† (Paposian 1). This is important because at Yale, Edwards would create his own â€Å"unique style of preaching† (â€Å"Jonathan Edwards† Dictionary 1). Here â€Å"his theology which soon came to be known as Edwardseanism had developed in hi... ...l, 1989. 68-69. Print. Paposian, Edward M. â€Å"Jonathan Edwards America’s Theologian- Preacher.† In Faith of our Fathers: Scenes from American Church History. Ed. Mark Sidwell. 33-39. Greenville: BJU Press, 1991. Print. â€Å"Revival and Renewal.† American Eras. Vol. 3. The Revolutionary Era, 1754-1783. Detroit: Gale, 1997. 315-321. Gale Virtual Reference Library. Web. 17 May 2012. Stein, Stephen J. â€Å"Edwards, Jonathan.† Encyclopedia of Religion. Ed. Lindsay Jones. Vol. 4. Detroit: Macmillan, 2005. 2698-2701. Gale Virtual Reference Library. Web. 17 May 2012. Tulley, Stephen Richard. â€Å"Awakened to the Holy.† Sinners in the Hands of an Angry God! In Ritualized Context. â€Å"Christianity and Literature.† 57.4(2008): 507+. Literature Resource Center. Web. 17 May 2012. Wachal, Barbara Schwarz. â€Å"Edwards, Jonathan (1703-1758).† Colonial America. Sharpe. Web. 16 May 2012.

The Middle Ages vs. Renaissance

 ·Writers and thinkers of the fifteenth and sixteenth centuries introduced the idea that they were part of a distinct era—the Renaissance. They looked at ancient Greek and Roman civilizations for models. They found the ideals of com/ga-ccgps-english-language-arts-9-a-cr-quizes-for-unit-test-1/">the ancient Greeks and Romans to be superior to those found in the feudal and religious literature of the Middle Ages. ·Burchhardt identified a difference between the medieval man, who was controlled by faith throughout his life, and the Renaissance man, who strove for the highest individual development. The medieval man is not an individual, but rather one in a group. The Renaissance man wanted to be unique, to stand out, to be different and to make an impression on others. This man was aware of the real world and was talented in many fields. ·In contrast, W. T. Waugh found little evidence of a distinct period. Rather, he saw continual intellectual activity throughout medieval Eu rope. If there was a renaissance, it began in 1000, during the Middle Ages, not with the humanists of the fourteenth and fifteenth centuries. Medieval scholars read the Greek and Roman classics. Therefore the humanists have exaggerated their importance. The â€Å"renaissance† was no more than the high point of the Middle Ages. ·Petrarch was a humanist who was concerned with things of this world—not heaven. He was a man of the Renaissance. ·Erasmus was critical both of the religious orders and the Church, who, he believed, were interested only in money and drink. In contrast, Erasmus viewed the secular rulers as knowledgeable leaders. He admired the English court and King Henry VIII, who, he hoped, would provide leadership. ·DaVinci, a complex man of the Renaissance, was interested in anatomy and the realistic portrayal of the human body. He was the ideal man of the Renaissance due to his many talents and interests. ·Kepler, an astronomer, used observation and m athematics to prove his thesis. He did not accept what he was told by the Church or the ancients. Instead, he proved his theories. ·There were many universities founded in the twelfth through fifteenth centuries, leading to the conclusion that there were centers of learning established and thriving in Italy, France, and Great Britain throughout the Middle Ages.

Use and misuse of technology Essays

Use and misuse of technology Essays Use and misuse of technology Paper Use and misuse of technology Paper English 111 Use and misuse of technology in higher education The use of technology in higher education has become a very critical point in Schools, Universities, and many other learning institutions. Teachers, school educators however found it very helpful to increase the number of students attending colleges and provide a better way of learning. Mind you, students now can attend colleges no matter where in the world they are located. They can apply to colleges, register for classes and even attending the classes distantly. Despite all of those good things that are possible due to technology, some students fall deeply into sing it in an abusive manner. They have become more and more dependent on technology to do their school works. In classroom, many students are armed with iPads, laptops, tablets and other electronic devices. Furthermore, studies have shown that many students interact more with these devices than with the books. Consequently, they get distracted and lose their focus in the class. Yet teachers are in disagreement with this invasion which is technology in classroom, they are also working very hard to come up with other methods of teaching that will help these students to be more focus and lessen their attention on their daily routine which is sing their toys while in class. While this war is on between digital native (young people who have grown up in immersive computing environment) digital immigrant (people who have yet to learn how to use a computer), thinkers are analyzing the issue and come with answers that will help proving that technology in higher education can be misused and at the same time useful in higher education. To expand the topic, the following lines will discuss the misuse of technology in higher education, its use; also give some recommendations that will help student be more successful in their education . First, technology is misused by some students are hacking into the school severs, using email to intimidate or threaten other students. They are downloading music and plagiarizing information from the internet and use them as their own. They are constantly checking the cellular phones during class time, accessing pornographic web sites, and playing video games during in class. This is an uncontrollable situation. While the use of technology is supposed to bring changes in the traditional way that teachers used to teach, student used to learn but still doesnt prevent some students taking advantage of these changes and use them s they want. Second, Technology in higher education has also affected humans interaction in classroom. Since technology has been introduced as an alternative for teaching back in 1900s, it has gradually take the place of the human teachers and now students mostly rely on computers, television and other electronic devices as the computer at home that will help them do their work. Although this technology brings certain benefits in the classroom, it also causes some students to be unexcited and lazy to learn at school. They believe that learning by themselves using the computer is a much better and faster. However, these students are wrong. Cynthia M. Frisby, associate professor of Strategic communication at the University of Missouri, has noticed students on Myspace and eBay during her lectures. She has also noticed more failing grades. The final straw, she says, came in an e-mail from a student complimenting my outfit, failing to realize that the time stamp was on the e- mail, further suggesting that he was not paying attention to my lecture. Now she bans laptops in her large lecture courses and has a clause in her syllabus about the inappropriate use of technology. The result? Huge increases in attention and better erformance on exams, she says. Students have even mentioned that they feel like they are doing better without the laptop. This anecdote clearly shows that students are still young and curious but they need an ongoing motivation, guidance, and support to excel in education. While technology in higher education is being misuse by certain users, it is important that we mention some great features that technology allows us to do. In addition, due to technology our children are able to acquire a lot of skills. This is the first time in history that students have the ability to research any topic. They are not obligated to be in a classroom or in a library. Technology has unlocked the doors to an ocean-wide of information, which is not always accurate. Therefore, they need to learn and look carefully through it all and get the good stuff. This ocean-wide of information and current vault of technology has also allowed students to truly engage themselves in their education by developing personal educational plans or studying fields that may interest them. When students take full responsibility and engage themselves in their own learning in order to reach his or her own ultimate oal, everybody wins. For example, a chemistry teacher might want his or her students to do a project about Chemical Structures, Acid and Bases. Each student could choose a specific part of the topic that tickles their interest such as Acid indicators, structures of molecules etc. The assignment could then be diversified by allowing students to search for information from different websites -watch videos about acid and bases. They can then group together create a wiki for example which is website that allows its users to add, modify, or delete its content via a web browser sually using a simplified markup language or a rich-text editor. With this software, students can develop or design chemical fgures to show how certain acids or bases are formed. Moreover, they have access to data bases of their school where they can also look for more resources that are related to their topics. Finally, they can create a podcast which is video editing software that allows them to put to put together their findings and share it as a full length video in class. The possibilities are innumerable all thanks to technology, teacher, and student sense of creativity! To quote Edutopia, n on-line publication, Learning through projects while equipped with technology tools allows students to be intellectually challenged while providing them with a realistic snapshot of what the modern office looks like. Through projects, students acquire and refine their analysis and problem-solving skills as they work individually Another interesting and very important feature of technology in education is the Distance education also known as the e-learning. It is a method of education where student can study in their own time, at their own place (home, work, and library) and ithout an actual face-to-face interaction with a teacher. In addition, it is more flexible in terms of time and geographical position of an individual learner. They can be anywhere in the world and still attend classes in their own time. Meanwhile, severe changes have occurred in classroom nowadays. Nearly 60% of survey respondents say that professors will soon teach in more than one category. At NYUs top-ranked tax law program, for instance, classroom courses are videotaped with three cameras and an audio mixer. The course goes online within 30 minutes, says Mr. Delaney. Within 24 hours, students interested in reviewing a certain case or topic can click an online index that charts the content of the entire class and [can] view the portion that interests them. This has never happen before! Students have access to billion sources of information Just by typing a topi c whatsoever and click search. Due to technology that has been introduced to the education system, colleges have loosened a little bit and become more influencing on students passion to learn. For example, before technology, students were bound by classroom and library walls. They had no alternative. They had to go to libraries to read those heavy books in order to do their homework. Now thanks to technology, they have the choice whether they want to go to the libraries to do research or not. They have iPads, computers, and e-books which is also a tablet that can store millions of books. They only have to type the name of the book and it will pop up on their devices screen and they can Just read through line get the information they wanted. Overall, technology had really impacted education on all angles. It has change the traditional way that we use to learn also the way that teachers use to teach. It has nd always will play a very important role in our daily lives. Technology Paper StudyMode. com. 01 2009. 01 2009 . CHICAGO Technology Paper. StudyMode. com. 01, 2009. Accessed 01, 2009. http:// www. studymode. com/essays/Technology-Paper- 190598. html. BAUGEJA, Michael, Distraction in The Wireless Classroom, The Chronicle in Higher Education, http://chronicle. com, Jan 26 2007. A. W. BATES, Tony Technology, E- Learning and Distance Education, Second edition published in Feb 23, 2005. Mike S. Ribble and Gerald D. Bailey, T. H. E Journal Online, Monitoring Technology Misuse Abuse, Published on August 24, 2004