The Use of Computers in Education

Doctors expressed concern about the time children spend in front of various types of screens and stated that the use of computers is causing problems in child development. Most computers have physical impact on those who tend to use it, and these effects can be even serious, long - term, or even permanent. However, they can cause various diseases such as headaches, asthenopia and skin problems. "When the time in front of the screen is too long, we may rob children from sports organized for children and other social activities" (Margie K.

The history of computers in education began with MARK 1 and ENIAC computers used at Harvard University and Pennsylvania University in 1944 and 1946, respectively. The first use of computers in education is to solve problems of mathematics, science and engineering so that students can deal with the big problems that they may encounter in the real world. In 1959, Donald Bitier launched a "large" PLATO project. This was "Thousands of end system services for undergraduate education, primary school reading, Urbana Community College and several campuses in Chicago". In Dartmouth, John Kem

Since the first days of technology and the first development of the entire computer, the university campus has used computer mainframes for education. In the first large-scale educational computer-based research conducted by the National Science Foundation, 13% of public high schools across the country have concluded that they are using computers for education. Also in this survey, computers are very popular among students, applications that are running in early models include sports statistics manager, management tools, and physics simulator.

Last year, the National Economic Research Institute investigated the impact of computers on education. "The Internet curriculum is not as effective as face-to-face education", and "In general, literature on investment effect on investment effect has little or no positive influence on most academic achievements" there is. Currently, "the possibility of greatly improving educational outcomes that are unlikely to adversely affect results is unlikely." The only areas that can tune this "negative relationship between academic performance and school computer availability" are developing countries. This is not explained by the advantages of the computer, but due to the inadequacy of these educational systems - computers are only useful when the school gets worse.