Although e-readers and laptops put quickly accessible content at your fingertips, books and hard copies are more effective for learning. With the increase in technology, students across the country are using different techniques to study and take notes. It is more effective to take notes by hand rather than with a laptop. The average student in 2016 is less likely to read a paperback book than a Kindle or laptop. What should they really collect? A book that is not shown through a screen. A book with an attractive cover that captures the reader, arousing enthusiasm, enthusiasm and impatience. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Everyone always wants to do better. They want to do better, be better, and have more than they need. Most students believe that taking notes on a laptop will increase their test scores, since they essentially have the professor's entire lecture written on Google Drive. This is wrong. Students listen to the content and summarize it in their own words instead of transcribing it word for word. “Writing by hand is slower and more complicated than typing, and students can't write every word in a lesson. Instead, they listen, digest, and summarize so they can succinctly capture the essence of the information.” (May) Concentrating on taking notes that are exactly what the professor says is a waste of time, energy, and by the time the professor has finished writing everything down, he has moved on to a completely different topic. When students focus on acquiring what the professor says word for word instead of absorbing the information, therefore, they are missing out on the amount of knowledge they could have gained. When we experimented with taking notes on a laptop instead of by hand, people who wrote by hand performed better than those who took notes on a laptop. When students summarized the content in their own words, they had an easier time answering the questions. Familiarity is important. When a student can recognize what they wrote and how they wrote it to understand it, they will have an easier time processing information and studying for tests and will essentially perform better on tests. During our classroom research, we got mixed results for various reasons. The results showed that students who took notes on laptops performed better, but our strategy was not as effective as the second round. Various possibilities for a low score indicate student interest, student concentration and attention, and effort. If the student cared less about what they were learning, they listened less and therefore took fewer notes, and they did poorly on the quiz. If the student was engaged and interested in the project and content, he or she took specific notes and responded well to the quizzes. The second time, we let the whole class read the article and then do a quiz without using the article button. Students who read the article on paper did much better than those who used a laptop. This can mimic a real-life situation. If a student takes notes for a subject they don't want to take, they may not take detailed notes and, instead, they may take overly detailed and very specific notes for courses in their major. It really comes down to dedication and application. There's a certain experience that comes from picking up a book and physically leafing through it, anticipating what comes next. Each chapter creates an anxiety filledhope that enriches the story more and more. With e-readers and iPads, people aren't having these magical literary moments. People miss out on the experience that comes from having a book in their hands, which in turn limits their ability to learn. “Most screens, e-readers, smartphones and tablets interfere with the intuitive navigation of a text and prevent people from charting the journey in their minds. A digital text reader might scroll through a continuous stream of words, tap forward one page at a time, or use the search function to immediately locate a particular phrase, but it's difficult to see any passage in the context of the entire text. text." (Jabr) There is such a magical feeling in a book that simply cannot be compensated for. You can open and close it whenever you want, and always be in the same place. Time does not pass and you can relive the moments again and again. The images of the contents dance in your head and let your imagination run wild. When reading on an e-reader, the reader has no physical sensation of the book, cannot see where the story begins and ends, and where the layout will end - sometimes complete with page numbers, headings and illustrations - the screen shows only a single virtual page: it's there and then it's gone Instead of walking down the path yourself, the trees, rocks and moss pass you by next in flashes leaving no trace of what came before and no way of seeing what lies ahead (Jabr) As Jabr states, the reader does not have the same experience, it can be argued that he does not need the atmosphere of the book and does not. he needs to see where it begins and where it ends, but I would like to say that is wrong. The standard we created for stories was on paper. This is how people are born to read. They were born to tell stories and read them, and over the millennia "writing" existed, created its own atmosphere. In America, we like gadgets that are quick, easy, and portable. Many people prefer e-readers and iPads because everything is in one place. You can have your homework, your notes, your textbook, and your messages all in one place with the click of a button. People don't want to carry around 6 different books for 6 different topics when they can have them all in one. Many students who take notes on laptops will be distracted by all the apps and gadgets this new technology has to offer. Many people will agree that learning should be deeper than just a screen in front of a face. To learn effectively, we need to raise our heads and look deeper at what we are engaging in. Distractibility is a big problem in teenagers. ? of students waste their class time on social media and other unrelated websites (Carl Straumsheim study). Because we are tempted by every app, photo, website, and check on laptops, we are less likely to focus on what material we are being taught. “In most typical college environments, however, Internet access is available, and evidence suggests that when college students use laptops, spending 40% of their class time using applications unrelated to coursework, they are more likely to abandon homework and are less satisfied with their education in a study of law students, nearly 90% of laptop users were engaged in online activities unrelated to coursework for at least five minutes, and about 60% were distracted for. half of the lesson. (May) As teenagers, our brains are still developing. We take this for granted.