Draft:IReady: The Scandal of Kids and Learning Today
| Submission declined on 2 April 2025 by Bonadea (talk). This submission is not adequately supported by reliable sources. Reliable sources are required so that information can be verified. If you need help with referencing, please see Referencing for beginners and Citing sources. This submission does not appear to be written in the formal tone expected of an encyclopedia article. Entries should be written from a neutral point of view, and should refer to a range of independent, reliable, published sources. Please rewrite your submission in a more encyclopedic format. Please make sure to avoid peacock terms that promote the subject.
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Comment: Multiple reasons: it is unsourced, it is written in an entirely non-neutral tone, it lacks context (what is iReady?), there is nothing to tell the reader why it is a notable topic. bonadea contributions talk 18:06, 2 April 2025 (UTC)
iReady. Possibly one of the most debated topics in kids' learning today, iReady has gained widespread use in educational systems as a digital learning platform, but many educators and parents have raised concerns about its negative impact on students. The program's design often emphasizes rote memorization and standardized testing preparation rather than fostering critical thinking or deep understanding of concepts. As children engage with iReady's repetitive exercises, they may become disengaged from true learning. This lack of engagement can hinder their ability to think critically and solve problems creatively, which are essential skills in today’s rapidly changing world.
Furthermore, the structure of iReady can lead to increased anxiety and frustration among students. The platform frequently presents students with assessments that can feel punitive, particularly for those who struggle with certain subjects. Rather than providing a supportive learning environment, iReady can exacerbate feelings of inadequacy and defeat. This stress can turn a tool that is meant to enhance learning into a source of emotional distress, ultimately leading to a negative association with education itself.
In addition, the reliance on iReady may diminish the role of teachers in the classroom. With the program taking up significant instructional time, teachers might find themselves sidelined as facilitators rather than active educators. This shift can stifle the creative and collaborative aspects of teaching and learning. When educators are unable to engage with students on a personal level or tailor instruction to meet diverse learning needs, students miss out on valuable mentorship and guidance. This disconnect can reduce the overall educational experience, leaving children feeling unsupported in their academic endeavors.
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Moreover, the data collected by iReady raises ethical concerns regarding privacy and data security. As students interact with the platform, their progress and performance data are meticulously tracked. This data is often utilized to evaluate schools and tailor educational approaches, but it also poses a risk if not handled responsibly. Parents and educators must question how this information is safeguarded and whether students’ identities might be compromised. This erosion of privacy might lead to further anxiety and distrust in the educational system, ultimately affecting student well-being
Lastly, the long-term ramifications of excessive use of iReady could contribute to a decline in cognitive development. When children are confined to screen-based learning without the balance of hands-on activities and rich interpersonal interactions, their cognitive growth may stagnate. Research has shown that diverse learning experiences stimulate brain development far more effectively than repetitive online exercises. By prioritizing iReady over holistic educational approaches, we risk producing a generation of learners who may struggle to adapt to the complexities of modern life, challenging their potential to innovate and lead in the future.