作者：北美考试教学中心 托福写作组 李璕

I firmly believe that technological products do more harm than good in study.

First and foremost, electronic products are impediment to study efficiency. Those who stand opposite me find it easy to deride my prudence about the technology-facilitated way of study, arguing the easy access thus provided to a broad scope of information and the supposed better academic performance. Yet with second thoughts about characteristics on students’ part, their optimism needs to be taken in small doses. Apparently, some students, especially the younger ones, are boredom-prone who naturally struggle with a long attention span, which explains how they are easily distracted from the mundane academic tasks. Then it is highly likely that the moment students search for some online courses on YouTube or ask for help about a math problem on What’s App, their attention is stolen away by amusing short videos and trending topics on social media feed. Therefore, the use of electronic products in study increases unnecessary exposure to temptations. Moreover, some students are afflicted with poor self-discipline, constantly feeling the urge to reach the phones or computers to chat with friends or start a game even when denied the use of them. Then it takes little imagination that when conceded the access to technological gadgets, they will soon be found indulging in games or diving into chatting with no regard to their schoolwork. Hence, digital devices undermine study efficiency.

Also, using electronic devices can be detrimental to personal development. It should be admitted that inertia is a human nature, and most people inherently gravitate to achieving what they want with the least effort. Students are no exception. At this point, technological product can be a double-edged sword. While it opens the doors to valuable online resources and makes study easier, it also impedes academic performance by encouraging students’ desires to cheat with all sorts of answers tantalizingly available and detailed. Then, a slack attitude will follow. Worse, some students are still in the formative period that witnesses the development of life-long virtues. In this way, allowing to use technological devices in study not only makes them slack off in study but also leads them to the bad habit of trying every means to escape any physical exertion, emotional engagement, or intellectual involvement in everything they face under the illusion that success will come to them at no cost. This surely hinders their personal development. Therefore, the convenience of electronic products comes at the expense of all-rounded development.

Judging from what has been discussed above, the conclusion is safely drawn that integrating technological devices into study is not conducive to study and personal growth.