Cover page

Number and title 7 FINAL ASSIGNMENT

of assignment
Tutor Name Zeta
Course Title Skills
Student Name Mattias Salirrosas
Academic Year 2022-2023
Number of Words 581
 FINAL TASK SKILLS 7

The following text will contain an analysis of the debate in Skills D. The first
part of the text will analyze the debate in general. The second part will
discuss the arguments presented in the debate, and finally, two fallacies per
debate team will be identified and discussed.

In general terms, I feel that the debate went well for both teams. Despite the
attendance problem, the team solved the problem and did a good job. This
demonstrates how well prepared we were and evidenced our skills to solve
any kind of problem. The ideas and the position of our team were clear, and
the flow of the debate permitted a healthy discussion. We prepared for the
debate by having a virtual meeting to brainstorm, assign roles to each
member for the debate, and structure our ideas for the final debate. All
members participated in the Zoom meeting, and in general, I feel we all
contributed. It's always difficult to express ideas in public, especially when it's
a graded assignment. Since only one member of our group had real
experience debating, the team knew how to manage the situation, even
though some members were nervous about it. The debate was harder than
expected because of the missing member that we had. Because of this, we
had to cover the counterargument part, but it went well because the team
knew how to manage the nerves and figure out how to divide the work of the
missing member and find a solution. This was possible because of the draft
that the team made. There, we had the content that the missing debater was
supposed to say, and without the good organization that we had for building
our structure for the debate, it would have been impossible to solve the
situation.
The counterargument used against the implementation of technology in the
educational system is that it will create inequality among students. In some
cases, students can't afford technology, and it would require a significant
investment to implement devices such as iPads in every school. Another
counterargument used was the fact that phones can be a distraction in class,
and they can lead to a certain dependency among students. A consequential
problem of this dependence on phones is that students will not be able to
develop certain skills, such as mathematical skills, as they may rely on
calculators.

To conclude this analysis of the debate, I would like to discuss the fallacies
committed by both teams. For the opposing team, I identified that they used
black and white and appeal to nature fallacies. With the black and white
fallacy, they sometimes limited the options regarding the rapid increase in
the use of technology, implying that we need to adapt to these changes as
quickly as possible, or it will be all bad. Regarding the appeal to nature, they
claimed that students, by nature, will still use phones in class, which is not
necessarily true as it's a general statement without proper evidence. For our
team, I identified the appeal to authority and ambiguity as fallacies. We used
authority to assert something as true, but the problem with this is that just
because an "authority" says something doesn't necessarily mean it is true.
The ambiguity fallacy was used in the counterargument where I felt we used
certain statements that could be misinterpreted, leading to confusion about
our message and the truth we were trying to convey.