Science and Technology – Taking my Son to College, where Technology has Replaced Serendipity

The Growing Use of Computers in Daily Life

Computers have become part of almost every area of our daily lives. A few decades ago they were found only in large offices and laboratories, but today they are in homes, schools, banks, shops and even in our pockets.

In education, computers help students to learn from the internet, take online classes, prepare projects and use educational software. In offices and banks, they store records, prepare accounts and save time and labour. Online banking, e-payment and online shopping allow us to carry out transactions from home. In health, computers help doctors to keep patient records and operate diagnostic machines such as scanners. Computers also play a central part in communication, through email, social media and video calls, and in entertainment, through films, music and games. Government offices use them for services such as passport applications and tax payments.

However, there are some disadvantages. Too much use can harm eyesight and health, and people, especially young people, may become addicted to games and social media. Computers may also lead to the loss of some jobs, and they make it possible to commit cybercrime, such as hacking and fraud.

Overall, the benefits far outweigh the drawbacks. If we use computers wisely and safely, they can make our lives easier, faster and more productive.

(b) She uses her phone to find people with similar interests.

On arriving at college, Hayley turns to her phone and social media to find like-minded students straight away, rather than leaving friendships to chance meetings.

According to the author, college once relied on serendipity, the happy accident of meeting a person or idea by chance. Technology now lets students plan and filter these encounters, so chance plays a much smaller part.

How technology replaces serendipity

• Friendships are arranged in advance. Students use phones and social media to find people with the same interests, even before reaching campus. Instead of meeting a roommate or neighbour by chance in a dormitory, they pick friends by profile and shared tastes.
• Searching replaces browsing. Search engines and online catalogues take students straight to the exact information they want. They no longer wander through library shelves and stumble on unexpected books and ideas.
• Constant contact with home. Messages and calls keep students tied to old friends and family, so they have less need or time to reach out to strangers around them.

Result. Life is more efficient and comfortable, but students meet fewer surprising people and ideas, and so lose part of the discovery and growth that college is meant to offer.

The author feels relieved because technology makes the move to college easier and safer, yet concerned because it may take away the experiences that make college a time of growth.

Reasons for relief

• Phones and social media let the young person stay in close touch with family, so a worried parent can reach the child at any time.
• Technology helps a newcomer find friends, information and help quickly, so loneliness and confusion at the start are reduced.

Reasons for concern

• Because everything can be arranged and searched online, chance meetings (serendipity) become rare. The student may meet only people who are already like him and miss unexpected friendships and ideas.
• Constant contact with home may stop the student from learning independence and from facing awkward situations alone.
• Screens may replace face-to-face conversation and exploration of the campus.

Conclusion. The author is grateful for the security that technology gives but worried that too much convenience will weaken independence and the chance discoveries that shape a young person in college.

In the essay, the author, a parent who watches a child begin college, argues that technology has changed campus life in many ways, and that the result is mixed, with the gains real but the losses worrying.

How students connect. Phones and social media keep students in constant touch with family and old friends. A parent can reach the child at once, which is reassuring and makes the transition easier.

How they make friends. Students no longer rely on chance. Even before arriving, they use their phones to find people with similar interests, as Hayley does. Friendships are chosen by profile and shared tastes rather than formed by accident in the dormitory, the dining hall or the library.

How they experience campus life. Search engines replace browsing in libraries, information is instantly available, and a great deal of social life takes place on screens. Campus life is more efficient and organised, but also more predictable.

Positive effects. Safety and contact with family, quick access to information, and ease of finding like-minded companions.

Negative effects. The loss of serendipity, the happy accident of meeting unexpected people and ideas; weaker independence, because home is always a message away; and less face-to-face experience of the campus itself.

Evaluation. The author does not condemn technology. He admits its convenience and the comfort it gives parents and students. Yet his tone is tinged with regret, because he fears that students who plan everything may miss the chance encounters that make college formative. The view is therefore mixed, leaning towards concern: technology is useful, but students should deliberately leave room for chance, curiosity and real meetings.

Smartphones for Secondary Students

Smartphones have become part of daily life, and many secondary students now own one. Whether they are really useful for students is much debated, because they have both advantages and disadvantages.

On the positive side, a smartphone is a powerful learning tool. Students can search for information, look up the meaning of words, watch educational videos and use learning apps within seconds. They can join online classes, share notes and work with classmates on projects, as many did when schools were closed during the pandemic. A phone also keeps parents and children in contact, which is useful in an emergency. In addition, it helps develop digital skills that are needed in modern jobs.

However, there are serious drawbacks. Many students use their phones mainly for games, social media and videos, so their attention to study falls. Spending long hours on screens can harm eyesight, sleep and physical health, as it reduces time for outdoor play and exercise. Students may also be exposed to cyberbullying, harmful content and online fraud. Constant use may lead to addiction, weaker concentration and less face-to-face communication. Copying from the internet during exams and assignments also weakens honest effort.

In conclusion, a smartphone is neither wholly good nor wholly bad. Its value depends on how it is used. If students use it wisely, under guidance from parents and teachers and with limits on screen time, it can be a valuable aid to learning. If it is used carelessly, it can become a distraction that harms their future. Therefore, secondary students should be allowed to use smartphones only under proper supervision.