write an essay on computer can replace a teacher

IELTS Essay, topic: Computers replacing teachers As computers are being used more and more in education, there will be soon no role for teachers in the classroom.

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Some people think that arts (such as painting and music) do not directly improve the quality of people’s life, so the government should spend money on other areas. To what extent do you agree or disagree?

Technology is becoming progressively universal. in the fullness of time, classroom teachers will be totally substituted for technology. do you agree or disagree, your friend has been offered a place on a course at the university where you studied. he/she would like your advice about finding a place to live. write an email to your friend. in your email describe where you lived when you were a student at the university recommend the best way for him|her to look for accommodation warn him/her of mistakes students make when choosing accommodation, traffic jam is a problem in many cities and towns, to solve this problem, some suggest building underground railway, while others suggest expanding the road. which one do you think is the best way, plastic bags, bottles and packaging are bad for the environment written by ielts mentor ielts writing task 2/ ielts essay: you should spend about 40 minutes on this task..

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Will computers replace schoolteachers.

• Gregory Ferenstein: Minimally supervised students with laptops can outdo lectured ones
• Unless schools change, he says, more teachers will be replaced by computers
• He cites a professor's research that says computers help bring out students' natural curiosity
• But computers won't replace teachers who are more than experts spouting facts, he says

Editor's note: Gregory Ferenstein is an author and educator. As an author, his works on technology, education, and politics have appeared on CNN, The Huffington Post, and in The Washington Post. As an educator, he designs communication curricula for college students, and he also holds a master's degree in mathematical behavioral sciences. In his free time, he practices capoeira, an acrobatic Brazilian martial art.

(CNN) -- Cash-strapped school districts, from Florida to Washington, have discovered that minimally supervised students hunched over laptops can outperform their lectured counterparts for a fraction of the cost.

A broader review of research by the U.S. Department of Education in 2009 discovered that "students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction."

As long as schools measure performance simply by rote memorization on multiple-choice tests, no teacher can compete with instant access to the world's information. Unless schools change, more and more teachers will find themselves replaced by computers.

Traditional large-class lectures deliver the same material at the same speed to 30 different young minds. With Internet-based instruction, the pace of learning can be perfectly tailored to students; they can instantly explore points of confusion, then return to the primary material without interrupting anyone else. No more teaching to mediocrity and no more ignoring the least advantaged or the gifted.

Since online teachers are unencumbered by much of the disciplinary and bureaucratic nonsense of brick-and-mortar schools, they can devote far more time to actual instruction. Fewer teachers are needed to achieve the same small-class-size effect.

Though teachers like Chris Kirchner of Coral Reef Senior High School in Miami have called Florida's e-learning labs "nearly criminal" for removing the human component from instruction, schools teetering on bankruptcy will reasonably look for cheaper solutions to meet federal funding standards. Simply, interactive websites and textbooks can teach fractions and the stages of cell reproduction every bit as well as a lecturer.

Traditional instruction dramatically underestimates the percentage of self-starters whose boundless curiosity has no need for authoritarian direction. In the slums of India, Newcastle professor Sugata Mitra scattered unsupervised stand-alone Internet stations and challenged eager children to teach themselves. In mere months, children significantly increased their math, reading and science knowledge, leading one academic reviewer to conclude that the shocking results were simply "too good to be true."

Mitra: Students can teach themselves with computers

For students who are not as self-motivated, artists and game makers have teamed up to create compelling virtual learning environments and interactive textbooks.

The Federation of American Scientists has adapted the addictiveness of first-person shooting video games into a biology curriculum . "Immune Attack" is an immersive 3-D anatomy course where high-schoolers play the part of a heroic super-nanobot, blasting viruses from within a human host. Students are not able to ask questions during the game because all instruction is provided within the game with a video attached to the website.

"The amount of detail about proteins, chemical signals and gene regulation that these 15-year-olds were devouring was amazing," said "Immune Attack" creator Melanie Stegman. Commenting on her post-game discussions with the participants, she said: "Their questions were insightful. I felt like I was having a discussion with scientist colleagues."

Virtual education results fluctuate from slightly worse to slightly better than human teachers. In another 10 or 30 years, the technology will certainly evolve from its current infancy with revolutionary power, just as it has done since the 1980s. Artificial intelligence that can respond to multiple learning styles and virtual reality that re-creates exciting worlds will be able to teach facts in a more compelling way than most, if not all, teachers.

The argument that teachers cannot be replaced by computers is strengthened if you believe teachers are much more than lectures. A good teacher can inspire creativity, serving as caregiver and mentor. There are countless schools where the Internet is only instrumental in the teaching of critical thinking, and are therefore immune to the technology onslaught.

TED.com: Ken Robinson says schools kill creativity

Google's coveted day care is founded on the Reggio Emilia method, where students collectively determine which unexplained phenomena about the world fascinate them most, such as how rainbows work, and then cooperate with teachers in the online and scientific investigation. In the process, students learn teamwork and research skills. And, most importantly, they get a glimpse of how fun learning is when they're unchained from a desk.

At Illinois' famous public New Trier High School , many of the brightest students participate in their well-funded debate program, where coaches and students scour the Internet researching contentious political issues, such as immigration and foreign policy, and defend their positions to an audience of judges. Since debate deals with ever-changing news issues and prioritizes critical thinking over memorization, most state exams would be blind to the valuable skills it teaches.

Carthay Center Elementary in Southern California teaches biology through the age-old tradition of gardening. Complex ecosystems, agriculture, photosynthesis and nutrition are all deftly interwoven into a semi-structured course in what appears to playful children as nothing more than a more intensive version of gardening with a grandparent. At the end of class, children eagerly experiment with salads of their own making, which wouldn't have happened without the gentle suggestions of their teachers. No computer can teach this course.

Viewed through a multiple-choice testing lens, these extraordinary classrooms are mere electives. But for too long, teachers' protests for needed curriculum changes have been eclipsed by calls for higher pay and better negotiating rights.

An anti-union Republican governor is not the biggest existential threat to teachers -- computers are. Unless schools drop the emphasis on memorization, more teachers will find themselves replaced. An expert spouting facts as the head of the classroom is just old technology.

The opinions expressed in this commentary are solely those of Gregory Ferenstein.

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Essay on Can Technology Replace Teachers

Students are often asked to write an essay on Can Technology Replace Teachers in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Can Technology Replace Teachers

Understanding the question.

Is it possible for machines and software to take over the job of teaching? This question is important because teachers play a big role in schools, but technology is becoming more common.

Technology in Classrooms

The role of teachers.

Teachers do more than just teach lessons. They understand what students need, encourage them, and help with problems not related to school. Technology can’t do this like a real person can.

While technology is useful for learning, it can’t replace teachers. Teachers’ support and care are things technology can’t offer. Both can work together to help students best.

250 Words Essay on Can Technology Replace Teachers

Introduction to technology in schools, teachers do more than teach.

Teachers do not just give us information. They also understand our feelings and help us when we are sad or having a hard time. A machine does not know how to care for us like a human does.

Technology Helps Teachers

Technology is like a helper for teachers. It can show videos or make learning games, but it cannot think or make decisions. Teachers use technology to make lessons more interesting and to help us learn better.

Learning From Each Other

In a classroom, we learn a lot from talking to our friends and working together. A computer cannot join in or help us learn how to get along with others. Only a teacher can create a place where we can all share and grow.

Technology Can’t Replace Everything

Even though technology is very smart, it cannot replace a teacher. It does not understand us the way a person does. It cannot teach us about life or help us become better people.

In conclusion, technology is a powerful tool for learning, but it cannot take the place of teachers. Teachers are important because they guide us, understand us, and teach us about more than just school subjects. Technology and teachers work best when they work together.

500 Words Essay on Can Technology Replace Teachers

Introduction to technology in education, what technology does in classrooms.

Technology has become a big part of learning. We use it to find information quickly, watch educational videos, and even solve math problems. In some schools, students use tablets instead of books. This can make learning fun and interesting. Technology also helps students learn at their own pace. If you don’t understand something, you can watch a video about it as many times as you need.

Teachers and Their Role

Teachers do a lot more than just give us information. They help us understand things, encourage us when we’re stuck, and cheer us on when we do well. Teachers also understand our feelings. If we’re sad or having a bad day, they notice and try to make us feel better. They know when we’re ready to learn more or when we need to slow down.

Can Machines Feel?

Learning from each other, what jobs can technology do.

Technology is good at doing things like grading multiple-choice tests or teaching us through games and simulations. It can also help teachers by doing some of their work, like taking attendance or showing a video. This gives teachers more time to do what only they can do—teach, guide, and support us.

Conclusion: The Balance Between Teachers and Technology

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Are Teachers Becoming Obsolete?

A veteran educator reflects on the personalized-learning trend that’s left him wondering if a computer is more capable of doing his job than he is.

Leaving my school building the other day, I had an unexpected realization: Perhaps a computer was a more effective teacher than I currently was. The thought unnerved me, and still does as I’m writing this. I’m a nearly 13-year veteran educator dedicated to reflecting upon and refining my teaching craft. But I’m now considering the real possibility that, for at least part of a class period or school day, a computer could—and maybe should—replace me.

For the past several weeks, I’ve begun class with a simple routine: Students enter the room, grab a new Chromebook, log on to the Reading Plus program, and spend roughly 20 minutes working at their own pace. I stroll around the room and help with technology troubleshooting or conference with students, quietly chatting about academic progress or missing work. I’ve also found myself pausing, marveling at what this program promises to accomplish: meeting students where they are academically and, at least in theory, helping a wildly diverse group of students improve their literacy skills.

Developments in education technology promise to assist teachers and school systems in supporting struggling students by providing individualized instruction. But at what cost? As a teacher, it’s difficult to adapt to and embrace a machine that—at least for part of the time—takes over for me. The processes of teaching and learning are complex and innately human; I value the time I take to develop relationships with my students. But it’s hard not to wonder if that time could better be spent with adaptive learning technology.

My third-period sophomore English class at Fern Creek High School in Louisville, Kentucky, contains a wonderful mix of students hailing from the neighborhood and around the globe—my students represent Jordan, Afghanistan, Democratic Republic of Congo, Tanzania, Russia, and Mexico. I’ve thoroughly enjoyed getting to know how students arrived in our classroom in addition to hearing about their hopes, fears, and dreams. With this diversity also comes a huge range of student ability. Computerized reading assessments and other benchmarked tests reveal that roughly 90 percent of my class is behind grade level in reading.

About half of those students are at least four grade levels behind. My own anecdotal observations support this challenging reality as well. And across the country, only 34 percent of eighth-graders scored proficient or above in reading in 2015 according to the Nation’s Report Card . School districts’ attempts to improve literacy achievement are pervasive , and our school administration’s mandate to employ Reading Plus in most of our freshman and sophomore English classes reflects this.

I’d love to be able to provide individual instruction to my third-period class. One problem—and it’s a big one—is that I don’t know how to teach reading to students who are either new to the language or far behind grade level. And I know I’m hardly alone as a high-school English teacher in this tenuous position. I’ve earned an undergraduate degree in American literature, a master’s in teaching, and master’s in English literature. Yet these credentials haven’t equipped me with the necessary background or skills to significantly improve my students’ reading ability. I’m not trained as a reading specialist. Even if I were, how could I possibly create 27 customized lessons? Maybe Reading Plus can do some of what I can’t.

During the independent, silent work periods at the start of my class, the program adapts to students’ reading speed and comprehension ability, creating a customized scrolling illumination—imagine a rectangular flashlight beam only highlighting the text your eyes scan. Many students seem to embrace this moving target; at the least, they are more physically engaged with reading than ever before, and the program seems to be motivating a clear majority of students.

Reading Plus is emblematic of a growing trend toward personalized learning in public education; it’s the idea that schools can better serve students by providing more customized instruction. The term personalized learning refers to a vast array of approaches to education; examples include a high school in Deer Isle , Maine, and its radical curriculum overhaul to meet needs of individual learners in more creative ways, as well as San Diego’s High Tech High , where student-designed, long-term passion projects are paramount to the learning process.

Personalized learning, however, often manifests itself in school districts in less dynamic ways than in Maine and at High Tech High. The initiatives often become software or technology-based, with digital “instruction” adjusting based on competency levels or skills of its student users. It’s not about student passion or authentic projects—it’s all about remediating and measuring specific academic skills.

And as I’ve experienced first-hand, the role of teachers shifts dramatically with the adoption of these adaptive programs. Instead of a teacher striving to know a student on multiple levels—from understanding the nuances of his or her academic skills, to building positive relationships and crafting learning experiences based on more than numerical reading scores—educators are on the sidelines while a machine takes over. Personalized learning often becomes inherently impersonal; it’s a sterile approach to messy, complex classroom processes. And there’s also big money at stake for education-technology companies and curriculum publishers who are taking advantage of pressure to increase academic achievement.

According to this 2014 Education Week report, the Federal Department of Education Race to the Top competition awarded 16 school districts $350 million dollars to support efforts to personalize learning, often including adaptive software and digital tools as part of their plans.

For example, Miami-Dade Public Schools’ plan included buying access to Carnegie Learning’s Mathia , a program that “tutors” middle-school students in math. Carson City, Nevada’s, school system included a plan to incorporate MasteryConnect , which, according to report, is updated in real time as students take assessments, looking at mastery of learning targets (or specific academic skills). I wonder if educators in these locales are feeling as conflicted as I am.

Critics of the software-driven personalized-learning trend, including the author Alfie Kohn and FairTest , an organization dedicated to curtailing misuses and flaws of standardized testing, contend that there are significant problems with this approach. Kohn laments school districts’ focus on improving test scores as a catalyst in software adoption. One of the issues addressed in this FairTest post is that “frequent online student assessments require teachers to review copious amounts of data instead of teaching, observing and relating to students.” I agree with both of these criticisms, particularly the idea of losing more opportunities for human interaction in favor of customized screen time.

In 2014, I wrote a piece for The Atlantic titled “My Students Don’t Know How to Have a Conversation,” arguing that students’ reliance on screen time is detracting from their ability to communicate verbally. And now school systems are adopting programs designed to keep students glued to yet another screen for reading practice, which, by design, is a closed system. With Reading Plus, students do not have the shared experience and discussions after reading the same text, like when we analyze Kurt Vonnegut’s short story “Harrison Bergeron” or The Color Purple together. It’s all individualized, silent work. While we are still a community of learners, it feels less dynamic, even if students are making incremental reading gains according to the program.

For struggling readers and writers, it’s understandable that teachers, schools, and systems are striving to do whatever it takes to improve literacy levels. But whether struggling students are better off graduating from high school having been remediated by personalized-learning software versus more dynamic learning experiences, even if their reading skills marginally improve, remains an open question. I’m hopeful that this blended approach to teaching and learning—the combination of using technology-assisted activity and more traditional face-to-face methods—will be useful for my students. And I wasn’t always open to this possibility.

Recommended Reading

The Deconstruction of the K-12 Teacher

My Students Don't Know How to Have a Conversation

How Lobsters Are Keeping Students in School

When I first read Michael Godsey’s essay for The Atlantic , “The Deconstruction of the K-12 Teacher,” a few years ago, I scoffed at the idea of teachers being replaced by classroom technology facilitators. Godsey writes, “The ‘virtual class’ will be introduced, guided, and curated by one of the country’s best teachers (a.k.a. a ‘super-teacher’), and it will include professionally produced footage of current events, relevant excerpts from powerful TedTalks, interactive games students can play against other students nationwide, and a formal assessment that the computer will immediately score and record.”

In Godsey’s vision, those who currently serve as classroom teachers—like myself—would be replaced or forced to make radical changes in becoming a facilitator instead. Yet in the world of software-driven personalized learning, Godsey’s “super-teacher” isn’t even needed—only folks who can keep students behaved and on-task. I’ve reread the piece and agree with some of it’s conclusions: There’s no doubt the role of teachers is changing rapidly in many school districts towards more facilitation. Like Godsey, I’d struggle to tell a young teacher in training what to expect in the coming years—but there’s no doubt that blended learning will only increase in popularity. For now, I’m okay with my changing role, and it’s too early to tell if Reading Plus is worth the time and students’ effort.

As I write my lesson plans for next week, I chunk out the daily time needed for students to engage with their personalized learning. I tell myself I’m still needed for the 45 minutes they aren’t tracking the illuminated scrolling target. I can still do my best to impart a love of writing, attempt to spark passions, encourage curiosity, foster discussions, smile, laugh, and interact with the students in ways a screen can’t, even if Reading Plus “knows” more technical information about their reading levels than I ever could.

About the Author

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IELTS Writing Task 2 Topic: Computer Education with Band 9 Sample Essay

IELTS Writing Task 2 Question: The computer is widely used in education today. Some people believe that teachers will not play an important role in the classroom in the future. To what extent do you agree or disagree?

Sample essay.

Like many other jobs (professions), education is bound to change dramatically in the future. Computers replacing teachers will be discussed in terms of the advantages of computers and the reasons why fewer people think of (consider) a teaching career. (37 words)

First, it should be mentioned that a computer is a type of robot. It has many advantages that could be used (utilized) in classroom situations. To be more specific, computers do not have to be trained at great cost. As soon as a program has been written, the software can be copied to as many places as we want. Computers do not get tired (exhausted) and do not need to take a vacation. This makes them very cost effective. They are not moody on some days and bright-eyed and bushy-tailed on others. In addition, they do not need food (nourishment), housing (shelter), clothes, and so on.

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Second, we have to take note that for many reasons, fewer people want to become teachers today. This is particularly so in the case of men (males). It is said, for example, that teachers do not receive good (satisfactory) salaries (compensation/remuneration) and instead look for other jobs (occupations) where they are able to earn much more. In addition, because of the changing attitude of students toward discipline, the working environment in the schools is becoming less attractive. In some countries, teachers nowadays do not feel safe in the classroom at all. (189 words)

I touched on the advantages of computers and the reasons for fewer people choosing education as a career. This leads us to conclude that computers are definitely going to play an important role in education in the future. (38 words) (Total words: 264)

IELTS Discussion Essay Model Answer 3 – Topic: Young People Follow The Traditions

Ielts opinion essay model answer 03 – topic: wild animals, you may also like, ielts direct question essay model answer – topic:..., latest ielts actual tests worldwide in 2021 (updated..., ielts discussion essay model answer – topic: computer..., ielts opinion essay model answer – topic: televisions..., ielts opinion essay model answer – topic: school..., ielts opinion essay model answer – topic: creative..., ielts reason solution essay model answer 02 –..., ielts discussion essay model answer 16 – topic:..., opinion essay for ielts writing task 2 topic:..., leave a reply cancel reply.

Will technology replace teachers? No, but ...

Michael trucano.

We waived the policy for another reason as well. It is decidedly not politically correct to say so, but we also allowed this teacher into the class because he was ... old. He claimed to be over 70, but said he wasn't exactly sure of his exact birthdate, other than that it had occurred on a Friday . While my Ghanaian colleagues expressed some skepticism that this fellow was actually as old as he claimed, there was no doubt that he was decades older than any of us in the room. He was an English teacher, he said, noting that he had heard that it was possible to get access to all of Shakespeare's plays on the Internet, for free, and wanted to see how this was possible. A computer became available (the teachers using it had been frustrated that poor bandwidth kept interrupting their CU-SeeMe  session and so decided to return to the dormitory before dinner), so we sat down, fired up Alta Vista , and typed in >. After scanning the search results, one of the young teachers grabbed a mouse and pointed, clicked and scrolled her way through play after play after play. The older teacher was simply flabbergasted. He said something to the effect of, "Now I have seen everything. It has been my dream as an English teacher to be able to read all of Shakespeare's plays. Now all teachers will be able to do this. Education will change forever." We kept the computer lab open for a while so that he could be assured that all of them were indeed there ("There's Hamlet! The Tempest. Coriolanus!"); he promised that he would be the first one at the lab door once we opened the following morning. As we were shutting things down, he articulated a concern that I would hear voiced hundreds of times in the coming years, in many variations:

It would be very exciting for me to be a young teacher today now that the Internet is coming. But I am glad that I am not a young teacher, because I fear that these computers will eventually replace us teachers.

Will technology replace teachers?

Here's a short answer to that short question : Introducing new technologies will not replace teachers. Experience from around the world shows us that, over time, teachers' roles become more central -- and not peripheral -- as a result of the introduction of new technologies. Introducing new technologies will, however, replace some of the things that teachers do -- and require that teachers take on new, often times more sophisticated, duties and responsibilities. That said, teachers who don't use technology will be replaced by teachers who do. And : In places where there are currently *no* teachers, technology can help in some very useful ways to, in part , overcome this absence.

In my experience, introducing computers and the Internet into education systems for the first time almost always meets with resistance -- sometimes quite significant resistance -- from certain portions of the teacher population (and often from teachers' unions as well).

Such resistance is understandable, and perhaps to some extent even inevitable. Change can be scary -- or at least rather inconvenient.

Note that the type of resistance I am talking about here is of a very basic, initial, almost instinctive nature. It is not the resistance of teachers who, for example, have worked in a system where computers have already been introduced, with negligible or even negative effect, and who thus look on educational technology initiatives with a very skeptical, jaundiced eye. It is not the resistance of teachers who see the introduction of yet more technology as the lamentable enabler of more (and more! and more!) standardized testing. Nor am I talking about worries about wages ( Will we be paid more if we are expected to learn these new 'computer skills'? ) or changes in related expectations and job responsibilities ( Will we be expected to do or accomplish more, or something for which we have not been trained, now that we have these new gadgets? ).

No, I am talking about a more basic fear here, one that (potentially) challenges the primacy and traditional role of the teacher in the classroom and vis-a-vis her students:

My students will know much more about computers than I do. How can I not look stupid in front of them when I try to use them in my teaching?

And, more ominously:

Will I (eventually) be replaced by a machine?

It is important also to note that, while technology will not replace teachers, in places where there are currently no teachers, or where there are not sufficient numbers of capable teachers, technology can play a vital role in providing access to educational resources and opportunities for learners that are otherwise unattainable. This is not to contend that students will, if simply 'left to their own devices', be able to educate themselves to the same extent than if they had a capable teacher to help guide and support them. That said, UNESCO currently that "93 countries have an acute shortage of teachers", and projects that "28 (or 30%) of these countries will still not have enough teachers in classrooms by 2030". Using technologies in an attempt to help address *some* of the educational challenges in such places while education systems work on narrowing the teacher gap seems a prudent thing to explore.

That said :

In no education system around the world where I have worked has the introduction of new technologies made teachers less vital or central to the teaching and learning process. On the contrary : As dust settles after new equipment arrives in schools (and eventually begins to work, more or less), and the initial hype around the potential for quick 'transformational change' subsides, the role of the teacher is almost always more central, indeed fundamental, than it was before the introduction of technology .

While many policymakers, education officials and parents (and even many teachers themselves) may profess a belief in the 'digital native hypothesis' -- that young people somehow instinctively understand technology and know how to use it in ways that their elders don't -- there is a big difference between being able e.g. to quickly figure out and manipulate an on-screen menu system, or to blast a bunch of aliens, or to record a short video and post it to YouTube, and being able to successfully utilize whatever new technologies are at hand in service of a student's learning needs and objectives. For that, students need the help and guidance of their teachers.

This isn't to say that introducing new technologies will not change the roles that teachers are expected to perform, however.

While, generally speaking, introducing new technologies makes the jobs of teachers more important, more central to the learning process in many ways, it also makes teachers less central or integral (or even needed) to many of the activities currently associated with being a teacher in many parts of the world.

Books -- a technological innovation that helped transform educational practices in previous centuries  -- didn't replace teachers, but they did help enable new forms of autonomous learning, and replaced and changed the nature of some of the things that teachers traditionally did.

And, it might be added, the importance of the human connection between teacher and student.

    Note : The image used at the top of this blog post of so-called Luddites  smashing a loom ("In the future, will a machine replace me and smash other machines on my behalf?") comes via Wikimedia Commons and is in the public domain . The second image of two robots ("Greetings, pupils. Please find an available power outlet, class will begin shortly") comes courtesy of the Wikipedian JosepPAL via Wikimedia Commons  and is used according to the terms of its Creative Commons Attribution-Share Alike 3.0 Unported license . The final image, of B.F. Skinner's "teaching machine", comes courtesy of the Wikipedian Silly rabbit  via Wikimedia Commons. It is also used according to the terms of its Creative Commons Attribution 3.0 Unported license ; its inclusion here was inspired by this upcoming book .  

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IELTS Writing Task 2: Sample #58

Computers are being used more and more in education and so there will soon be no role for the teacher in education.  To what extent do you agree or disagree? 

It is argued that IT is playing an ever increasing role in schools and universities and one day teachers will be obsolete. It is disagreed that technology will one day replace educators. This essay will discuss, firstly the limitations of technology in education and secondly, the essential role teachers play in maintaining discipline in the classroom, followed by a reasoned conclusion. 

Technology may be able to help students with some things but it has many limitations. I.T. can not educate people as effectively as real human beings because computers can not detect things such as context, emotions and how an individual learns. A prime example is language learning, in which teachers need to explain not only individual words but how these words work in different situations. However, there may come a time in the very distant future when computers are able to carry out these tasks. 

Computers are also unable to ensure good classroom management. A computer may be able to provide a student with lots of information, but it will not be able to motivate or discipline students when they display unacceptable behaviour. For instance, unruly students could simply switch the device off and do nothing for the rest of the class. Nevertheless, this may not be a problem for highly motivated adult students. 

In conclusion, it is not likely that electronic devices will replace teachers in the future because of current limitations in technology and the requirement for teachers to maintain good behaviour in the classroom. It is predicted that computers will play an ever increasing role in the classroom but will never fully replace humans. 

(268 words) 

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Why Computers Cannot Replace Teachers

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Written by: Robyn Shulman

Preface: This article is not about online classes and/or technology in the classroom. We need technology and teachers; technology is a supplemental learning tool in the classroom.

There is a vast amount of discussion and debates surrounding the education technology movement. Education technology has changed the way we think, communicate, and share knowledge across the world. Learning opportunities and access to information are unparalleled to ten years ago. Technology changes rapidly in every field, and education is a special entity; it moves differently to meet the needs of students. Some believe we can replace teachers with computers.

Can we replace teachers with computers? As a forever teachers, my personal and immediate answer is no. We cannot replace an effective teacher with a computer. Teachers touch lives in ways that are immeasurable. Teachers make students laugh, encourage academic passion, mentor, and for some, they are a support system. Teachers are the eyes that keep many kids safe, the ears that listen to stories and the hand that holds when preschoolers learn to cross the street.

Many teachers had a positive impact on my life. However, there were two specific teachers who had critical impact. Dr. Lynn Dieter was the high honor’s English teacher at Maine East High School in 1991. She was known for her dedication, academic rigor, and the brilliant way she taught and engaged students with literary classics. She appeared threatening, and everyone who had her knew they were going to work. Dr. Dieter immediately noticed my writing style. She pulled me out of mainstream English and placed me in her high honor’s writing course. I was challenged to write better than I ever wrote. She told me that writing was my gift. It has been over 20 years since I sat in her class, and today we had our first conversation as adults. She is starting a book club with her former students in the near future. We will be discussing Chaucer, and I am greatly looking forward to reading The Canterbury Tales once again.

The next most impressionable teacher I had was Dr. Bernadette Herman, a professor I met while obtaining my M.Ed. in 2005. Like Dr. Dieter, students were well aware that they were expected to show up, engage and complete their work. Since her course was a graduate level course, the context, environment and the needs of her students were different. However, the relationships we formed had just as much meaning and hold true today. Dr. Herman taught me how to look at myself as a teacher, to see through a different lens, and different ways to step outside of my comfort zone. She taught me applicable strategies to use for the classroom, and within my own personal life. I still maintain a very special relationship with her, and we are able to share our journeys together in a personal and professional context. She is the person I talk with each week for many different reasons. Dr. Herman is my mentor, teacher, colleague and most cherished friend.

As a former teacher myself, I was given the gift to watch many former students grow into successful adults. To this day, I still maintain friendships with many, and it is an honor to be part of their lives.

These are only two examples of how teachers played a critical role in the most formative years of my life as a student. There is no question in my mind; we need teachers for a variety of reasons in our lives, and these include challenges and celebrations.

Computers are essential for 21st-century skills, and they should play a great role in the classroom, as a trusted tool or resource. Technology is constantly changing our world; it opens doors to a global sociey, and provides various learning tools to those who lacked  However, technology in the classroom should be an addition, not a replacement for teachers. How can a computer replace such amazing relationships that grow and affect lives during the most formative years?

The simple answer is… they cannot.

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Computers Will Not Replace Teachers Essay (Critical Writing)

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There is no shortage of debates on whether rapidly developing technology might replace people in teaching and pedagogy. First and foremost, it is undeniable that technological advancements are used in all of the spheres of human activities nowadays. On the one hand, “Robotics has progressed to a point where there is a real possibility of robots taking on social roles” (Sharkley, 2016, p. 284). Indeed, Artificial Intelligence (AI) can systemize information, talk, move, and do everything that human beings are capable of doing in a faster and more precise manner. On the other hand, real teachers can emotionally connect and relate to their students; in contrast, computers do not possess feeling and lack of empathy. As stated by Purewall (2016), only people are emotionally responsive, truly compassionate, intuitive and understanding, what enables them to effectively support students in struggles with academics as well as peer relationships. For instance, humans tend to individualize their approach to students regarding a given situation and setting, which improves the quality of a learning process. Henceforth, while modern technology is capable of accomplishing various tasks effectively, the human factor is crucial for creating a comfortable environment for students, meaning that computers will never replace teachers.

Purewal, H. (2016). Can technology replace teachers? You asked Google – Here’s the answer. The Guardian. Web.

Sharkley, A. J. (2016). Should we welcome robot teachers?. Ethics and Information Technology, 18 (4), 283-297. Web.

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Ielts writing task 2 sample 236 - technology will completely replace the traditional teacher in the classroom, ielts writing task 2/ ielts essay:, the presence of technology in the classroom has become more and more apparent and offers students tremendous resources with which to supplement their education. given time, technology will completely replace the traditional teacher in the classroom..

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Can computer replace teacher?; IELTS Writing Part 2

shofa_nefertete 12 / 35   Sep 22, 2010   #2 This needs further development in terms of Body. Needs better coherence between general and specific arguments

pendar 6 / 12   Sep 23, 2010   #3 Thank for your advices Advice is an uncountable noun. Advices or an advice are not correct forms.

OP tom_shen 1 / 2   Sep 23, 2010   #4 You want me to write essay with the same topic? or different? Which one you think may improve my writing ability?

OP tom_shen 1 / 2   Sep 23, 2010   #5 But in my opinion, I need to pratice writing essays with different topic for the IELTS test. So I will remember your advice for this one and start to write for another topic. New Topic: Museum should be an educational or entertaining place? In our society, there are many kinds of museums. Some people may think that they are educational places. But in my point of view, the museum is an both educational and entertaining place. There are many examples for this, such as historical museum. History, a normal subject in school, teach statudent about the life of ancient people. While in class, student only can read the book or listen to teacher, in museum they can see the real products, wear the clothes of ancient people and play as them. The target of these activities is education but the process of these is entertain. Another example, science museum, it provides a lot of special machines. Students can do plenty of experiments in it. For some big equipments, they need to work together and discussion. After doing this, students may find the result which is already taught in class. At that time, they just knew this, but now they understand this. They would remember this for a long period of time. On the other hand, if they find the result is different from text book, they may have more interested in doing the experiments again and again to find out the reason. At the beginning, the activity is for entertain, but at last, it become educational. So, my conclusion is that museum should be an place for educational and entertain. It should combine the two sides into a whole.

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Talk it out: Can computers replace teachers?

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Ruqayya Irshad

Grade 6, New Middle East International School, Riyadh (Saudi Arabia)

In today’s world, computers play a very important role in our lives. As a student, I feel that, with just a click,

computers can simplify our learning tasks, and give us a vast range of information.

Computers are very accurate and teach us through audios, images and videos, and that makes learning more interesting and also fun. However, teachers get exhausted and are limited in their sources and capabilities.

We fear scolding from a teacher but computers are emotionless so students need not worry. We can also solve our inquisitiveness and ask questions without feeling nervous or shy. There is no judgement.

With computers, we can learn at our convenience as they can assist us anytime of the day whereas it takes time to understand the style of teaching at school and education institutions also impose rules on students.

Computers give us an option of self-learning, an idea that can be considered seriously in the near future as schools and universities charge hefty amounts as fees.

So, I feel computers are for people of my generation.

Nik Kowdley

Grade 5, Maddison Trust Elementary, Virginia (United States)

If I have learned anything from virtual schooling during the pandemic, it is that, having a teacher in person is invaluable. Computers can never provide the much-needed human interaction, such as a reassuring pat on the back for a struggling child, a high-five or a kind smile and hug to brighten a student’s morning.

Computers are not yet advanced enough to convey emotions, and if they replace teachers, schools could become emotionally tough on us students. Unlike computers, teachers can adapt to each student’s learning path, and find the best way to help an entire class thrive.

When a child has questions, a teacher has the ability to engage in real-time dialogue, and help the student comprehend. On the other hand, a computer will only be able to provide standard answers. I look up to many of my teachers as role models because they have inspired me with their amazing personalities.

In short, a computer may be able to teach a student how to count, but only a teacher can teach them in a way that really counts!

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