JUN2020 ( Question) - SET 1 Answer PDF

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SUB SET 1 (A)TOTAL: 35 MARKSRead the following article and answer ALL the questions that follow.Digital Distractions: College Students in the 21st Century I Students in the Millennial generation who were born in 1982 until 2000 enter college with technological savvy skills. These students are the fi...

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LG/JUN 2020/ELC501

SUB SET 1 (A)

TOTAL: 35 MARKS

Read the following article and answer ALL the questions that follow. Digital Distractions: College Students in the 21st Century I

Students in the Millennial generation who were born in 1982 until 2000 enter college with technological savvy skills. These students are the first generation to grow up in the Digital Age, which is the period where the personal computer with subsequent technology was introduced. It provides the ability to transfer information freely and quickly. They have always had a computer at home and

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have used it in ways that their parents could never have imagined.

II

With increasing technological demands in the world, colleges continue to call for more technological expertise from faculty and staff as millennial students are bringing a wide array of technologies to campus. Millennials prefer web-based resources such as Facebook for forming groups and staying in contact with

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friends. They turn to iTunes and downloadable media sources for entertainment, and use RateMyProfessors.com and Wikipedia.org as academic resources. Many students maintain blogs through sites such as LiveJournal and Blogger, and read other blogs for breaking news and updates in specific areas of interest. Nevertheless, some of these sources are unreliable, yet many students fail to

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recognise the trustworthiness of the contents. Thus, it is crucial for educational experts to ensure students are able to identify reliable sources from the wide selection of sites. III

Millennial students are constantly wired and connected. Their activities revolve around their mobile phones, iPods, televisions (TV), and gaming consoles. They learn how to create PowerPoint software since secondary school and are

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frequently surprised when their teachers do not lecture with PowerPoint. Studies have indicated that 72 per cent of all students checked their e-mail daily, and 26 per cent of college students used instant messaging on an average day. The Kaiser Family Foundation did a survey on the frequency use of media among 25

students of 8 to 18 years old. The finding revealed that half of the respondents used the Internet, © Hak Cipta Universiti Teknologi MARA

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watched TV or utilised some other form of media. Of this half, 31 per cent of them claimed that they used the media frequently while 25 per cent of them rarely used the media to do homework. However, it is not surprising that technology has become significant in students' academic and personal lives. Other studies found that 46 per cent of students reported that e-mail allowed them to express ideas to

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teachers they otherwise would not express in person and 73 per cent reported that they used the Internet more than the library to search for information.

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However, students can benefit from the use of these varying technologies. For instance, games, instant messaging, and other forms of rapid communication help students develop fast reflexes, ability to eliminate wordiness in speech, and the

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skill to gather information fast. They can quickly sort through information from a variety of sources and access information far more efficiently than previous generations. Professor Shabnam Kavousian from Indiana University Bloomington noted that video games created more interesting ways to engage students in projects and made them rely on problem-solving skills to reach defined goals. He

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further claimed that if used in classrooms correctly, gaming has a great potential to create a deep interest for learning and motivating students.

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In addition, previous research found that students were very positive concerning the use of tablets in higher education, stating that these devices were beneficial for immediate access to information and enhancing learning experiences,

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according to different learning styles and preferences. Other research confirmed these findings. Students were generally reported to be feeling positive about the tablet implementation, reporting the possibilities to motivate and to engage them in learning. Besides that, it helps to embrace the opportunities for communication between peers with peers, and peers and teachers. They also enjoyed the added

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value for collaboration.

VI

On the contrary, the use of such technologies could affect the way the students’ brains function. Their developing brains can become more easily habituated than adult brains to constantly switch tasks and less able to sustain attention. The constant stimuli that computers and mobile phones offer poses a profound new

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challenge in focusing and learning. Michael Rich, an associate professor at Harvard Medical School and executive director of the Center on Media and Child Health in Boston warns that children in this generation are raised in front of screens whose brains are going to be wired differently.

VII

Furthermore, as new technologies emerge, teachers notice a decline in the

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educational outcomes of student learning process. Quick access to information can lead to a lack of critical thinking about sources and quality of information, as well as an inability to "mine for data". Many students will likely access only one or two pages into a website. Professor Patricia Greenfield from University of California, Los Angeles (UCLA) feels that the more people use technology the higher the rate

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of decline in critical thinking and analysis skills. Another issue is that students regularly use websites and blogs to post their online diaries, not only revealing dangerous and illegal behaviours but also opening themselves up to privacy and safety concerns. The reality is that technology and its applications on college campuses are not going away. Although it is not necessary to overhaul the use of

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technology completely, it is worth looking at ways to help reward the positive values of technology while teaching students how to avoid the negative effects.

VIII

Perhaps an important way for teachers to help students learn is to return to the idea of advising as teaching. For instance, teachers can develop training seminars to understand the technologies students bring with them to campus and to find

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collaborative ways to teach them to use the technologies appropriately. Teachers can also amalgamate appropriate technology into classrooms to help students not only learn what online credibility is, but also help them find resources in making wise decisions about the references they cite. Other than that, teachers can encourage students to engage in more face-to-face conversations and at the

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same time, communicate with students via e-mail courteously and professionally.

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Students should be afforded opportunities to use digital tools to gain necessary skills for the 21st century in order to help them to be responsible users of technology. Furthermore, students should be motivated to use known and trusted digital resources to produce better quality work. This means that students are empowered

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with the ability to become more responsible technology users. This responsibility extends to the act of being cautious about privacy and safety in what to post online. This is so that they realise the repercussions of being irresponsible when sharing inappropriate materials online.

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In summary, technology can determine how students’ lives are shaped depending on how well it is utilised. Technology should not be used on campus just because it is available, rather, conscious decisions must be made to ensure that it fulfils appropriate educational concerns. This is to achieve the ultimate objective of creating successful digital citizens of the 21st century.

Adapted from http://www.nacada.ksu.edu/Resources/Clearinghouse/ViewArticles/Advising-the-millenial-generation.aspx

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QUESTION 1

Interpret meaning of the following words as they are used in the passage.

a)

savvy (line 2):

Knowledge (1 mark)

b)

array (line 9):

Line up (1 mark)

c)

eliminate (line 35):

Remove (1 mark)

d)

habituated (line 53):

Adapted (1 mark)

e)

revealing (line 67):

Sharing (1 mark)

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QUESTION 2

Identify the stated main idea of paragraph III and provide ONE MAJOR and ONE MINOR supporting detail.

a) Stated main idea: 

Millennial students are constantly wired and connected.

(1 mark)

b) Major supporting detail: 

Their activities revolve around their mobile phones, iPods, televisions (TV), and gaming consoles.

(1 mark) c) Minor supporting detail:  They learn how to create PowerPoint software since secondary school and are frequently surprised

when their teachers do not lecture with power point.

(1 mark)

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QUESTION 3

Formulate the topic that is most suitable for the content of paragraph VIII. Provide TWO (2) evidence from the passage to support your answer.

i.

Topic:

Method of teacher can used for teaching using technologies (1 mark)

ii.

Evidence 1: For, instance, teachers can develop training seminars to understand the technologies students bing with them to campus and to find collaborative ways to teach them to use the technologies appropriately (1/2 mark)

iii.

Evidence 2: Other than that, teachers can encourage students to engage in more faceto-face conversations and at the same time, communicate with students via e-mail courteously and professionally (1/2 mark)

QUESTION 4

They have always had a computer at home and have used it in ways that their parents could never have imagined. (lines 5 - 6)

Make an inference based on the above statements. Provide TWO (2) evidence from the passage to support your answer. i.

Computer had a lot of benefit.

(2 marks) ii.

Evidence 1:

It provides the ability to transfer information freely.

(1/2 mark) ii.

Evidence 2:

It provides the ability to transfer information quickly.

(1/2 mark) © Hak Cipta Universiti Teknologi MARA

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Formulate the implied main idea of paragraph IX. Provide TWO (2) evidence to support your answer.

i.

(2 marks) ii.

Evidence 1:

(1/2 mark) iii.

Evidence 2:

(1/2 mark) QUESTION 6

List TWO (2) types of support given by the author in paragraph IV to provide explanation about the benefits of technology to students’ learning. Provide ONE (1) example for each type of support.

a)

Type of support:

Expert Opinions

Example: Professor Shabnam Kavousian from Indiana University Bloomington noted that video games created more interesting ways to engage students in projects and made them rely on problem-solving skills to reach defined goals

a)

Type of support:

Example

Example: For instances, games, instant messaging, and other forms of rapid communication help students develop fast reflexes, ability to eliminate wordiness in speech, and the skill to gather information fast.

(4 marks)

Identify the type of support for each of the supporting details. No.

Supporting Detail

Type of Support Definition

a)

These students are the first generation to grow up in the Digital Age, which is the period where the personal computer with subsequent technology was introduced. It provides the ability to transfer information freely and quickly. (Paragraph I) Examples

b)

Millennials prefer web-based resources such as Facebook for forming groups and staying in contact with friends. (Paragraph II)

(2 marks) QUESTION 8

Write ‘T’ for a statement that is TRUE and ‘F’ for a statement that is FALSE. False

a)

Internet sources are always dependable.

b)

Most Millennials are able to dig for in depth content when using technology.

c)

Educational Institutions are demanding for more experts on technologies to cater the needs of the Millennials.

True

(3 marks)

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QUESTION 9 Do you think the Millennials are utilising technology wisely? Provide THREE (3) reasons to support your opinion.

Yes, Millennials are utilizing technology wisely. This is because they can. search information using internet rather go to library. Secondlty, technology provides the ability to transfer information freely and quickly.

(4 marks)

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QUESTION 10

Identify whether the paragraph below is inductive (I) or deductive (D) reasoning. Provide ONE (1) explanation to support your answer.

a) With increasing technological demands in the world, colleges continue to call for more technological expertise from faculty and staff as millennial students are bringing a wide array of technologies to campus. Millennials prefer web-based resources such as Facebook for forming groups and staying in contact with friends. They turn to iTunes and downloadable media sources for entertainment, and use RateMyProfessors.com and Wikipedia.org as academic resources. Many students maintain blogs through sites such as LiveJournal and Blogger, and read other blogs for breaking news and updates in specific areas of interest. Nevertheless, some of these sources are unreliable, yet many students fail to recognise the trustworthiness of the contents. Thus, it is crucial for educational experts to ensure students are able to identify reliable sources from the wide selection of sites. (Paragraph II) i.

Type of reasoning:

Inductive argument. (1 mark)

ii.

Explanation for type of reasoning:

(1 mark)

b) On the contrary, the use of such technologies could affect the way the students’ brains function. Their developing brains can become more easily habituated than adult brains to constantly switch tasks and less able to sustain attention. The constant stimuli that computers and mobile phones offer poses a profound new challenge in focusing and learning. Michael Rich, an associate professor at Harvard Medical School and executive director of the Center on Media and Child Health in Boston warns that children in this generation are raised in front of screens whose brains are going to be wired differently. (Paragraph VI)

i.

Type of reasoning:

Deductive arguement (1 mark)

ii.

Explanation for type of reasoning:

(1 mark)

QUESTION 11

Formulate ONE (1) underlying assumption that can be made in paragraph VII. Provide TWO (2) evidence from the passage to support your answer.

i.

Underlying assumption:

(1 mark) ii.

Evidence 1:

(1/2 mark) iii.

Evidence 2:

(1/2 mark)

END OF QUESTION PAPER...