The problem for technology in the classroom is sometimes learners rely on too much on technology because children will not think creatively. Based on Shirley Lefever-Davis and Cathy Pearman’s observation, one of the function of technological reading (CD-ROM) draws attention on another unrelated area because “due to the prevalence of computer and electric games in home today, many children approach reading CD-ROM storybooks as a game opposed to reading a book” (448). Technology reading may certainly distract many students, because of the amount of gaming which will keep them from learning. So teacher should think for another ways to get students engage in
The problem for technology in the classroom is sometimes learners rely on too much on technology because children will not think creatively. Based on Shirley Lefever-Davis and Cathy Pearman’s observation, one of the function of technological reading (CD-ROM) draws attention on another unrelated area because “due to the prevalence of computer and electric games in home today, many children approach reading CD-ROM storybooks as a game opposed to reading a book” (448). Technology reading may certainly distract many students, because of the amount of gaming which will keep them from learning. So teacher should think for another ways to get students engage in