Post your thoughts on the role and importance of technology in K-12 education. If you would like a preview of our speaker for next week, Adam Garry, check out this interview he did recently. Adam is the Manager of Global Professional Learning for Dell, and will be giving you his take on what a 21st century education means when we meet next.
Wednesday, September 15, 2010
Thinking about technology
Much is made these days of "21st century learners", "21st century skills", and "21st century classrooms". Invariably, technology -- and the use of technology in classrooms by students and teachers -- is an assumed component of these 21st century phenomena. But does technology really make a difference in teaching and learning? Has the use of technology in classrooms led to improved teaching and learning? Is a 21st century education that different from a 20th century education?
Subscribe to:
Post Comments (Atom)
55 comments:
I’m inclined to say that technology should play a significant role in K-12 education. Students need to be exposed to and taught how to use the most up-to-date forms of technology in order to be best prepared for college and their future careers. This means that instruction should employ the use of technology—i.e., teachers should have smart boards, be able to “poll the class”, have students use the internet easily, allow the use of cell phones and iPods in assignments, etc.—and students should be required to use and learn about new forms of technology and their benefits. Ideally, we need schools to prepare students to be marketable, technology-savvy job candidates who can compete with a growing global competition.
Of course, I say that “technology is important in schools”, yet I worked in a school with absolutely no technology in the classrooms. Only very few teachers had a projector, and those who did used them daily and protected them like they were gold. So as I say “teachers must use technology”, I personally didn’t use it to inform my instruction. The most technology my students used was Microsoft Word to type papers and literary search engines for paper research. I realize this is not the ideal, but the reality was that my students and I had very little access to technology, if any at all.
I do not think that technology in itself can improve teaching and learning. I agree with Elena in that we must integrate technology into instruction because that is the world in which the students live in. Students must have basic technological skills. Having said that, I still think that technology doesn’t teach and make people learn, it boils down to how we use that technology. Can we train teachers to teach using technology to aid instruction? I do not think that a 21st century education is much different than a 20th century education. We still are trying to instill similar ideas to push students toward success. What has changed is the method and processes, ex. technology. I had a slightly different experience than Elena, in that although working in a high-poverty area, the school tried to ensure teachers had technological resources available to them. The availability of the technology in the classroom did not make any of the bad teachers good. What I saw were issues with the instructors themselves and not the technology. I feel we need to work on the human element of teaching and learning and integrate that process with the appropriate technology.
I believe that technology should be integrated into the K-12 curriculum. Technology is everywhere and all students need to be knowledgeable about technology to be successful in their future careers. They need to be computer literate, knowledgeable about different forms of media players, and understand how technology directly impacts our lives. Therefore instruction should utilize technology. Teachers should model using technology in the classroom and students should be demanded to use technology in their assignments.
However, I worked in a school where technology was not readily available in the classrooms. Most teachers had access to projectors but did not always use them and there were no smart boards in our school. In this way technology in the classroom becomes another factor that influences the achievement gap. As Elena stated schools should prepare students to be competitive in a global market and that requires students to be knowledgeable in the realm of technology. Whenever students are do not have immediate access to technology that can directly speak to their future success.
I think just as everyone else. Technology should play a role in K- 12 education. Technology is everywhere and without computer skills, you'll be left behind when competing for many jobs in the US. I also agree with Trea's statements about how we need to work on the human element of teaching. I worked in a school where every teacher had a Smart Board and the few teachers who did not, could have easy access to them. Many teachers used them and some did not. Some did not even turn theirs on. I think teachers should be trained how to use equipment if it is available and should use it to help supplement their teaching. I can't see how a teacher would not use materials that cost so much money and that could be a good resource for the students. One issue with this however,is that some teachers overuse it and take the personal instruction out. I don't think that this is a good way to use technology. There needs to be a balance between the two and the human element in teaching needs to remain.
I do somewhat disagree with Susan's statement of how student homework should demand the use of technology considering there are many families who just don't have that technology readily available.
"What are 21st century skills?" has always been my question when our SIP team sits down to hash out our plan. No one has been able to say anything more than- utilizing technology and being prepared to be productive in our ever-changing global society. Well said, but what does that mean? So, I'm very excited to hear from our speaker next week!
I don't believe technology makes students learn. I believe that technology is a tool to help teachers in the classroom. I had many students who used computers, SMARTBoards, web conferencing, and any other type of technology you can name, but they were not proficient in reading and/or math. The students were great with the technology, but not so great with the basics. Technology was a fantastic tool to get them excited, but technology did nothing to help them learn necessary skills that I believe you need in the 21st century- reading!
The majority of technology-based skills students will need to learn upon completion of their compulsory public education will be introduced to them outside of school. While current educational policy rhetoric contains phrases such as "21st-Century learners" and "21st Century skills," those skills are challenging to define, especially for younger students, given the rapidity of technological innovation. In other words, today's "21-st Century skills" may look very different from the "21-st Century skills" of 2020.
Technology is a non-negotiable in the 21st century classroom. Forget about global competition without technology. We utilize technology in schools now (to varying degrees based on financial resources in individual districts) but even that hasn't put us close to many other countries educationally.
It would be irresponsible for modern schools to not grant students early and frequent access to computers, especially in elementary edcucation. Young children (especially ages 3-5) are sponges. Teach them almost anything from golf to the Spanish language to computer programs, and they soak it up much more easily than older children or certainly adults. This is due to many factors but almost certainly due to the lack of competing "stuff in their heads" to quote one of our favorite MSA professors.
Successful pre-K and elementary ed programs should make frequent exposure to introductory technology a high priority. Especially because students from low-income homes may only see or use computers in a school setting. If teachers take home computer access for granted, they are immediately placing such students at another distinct, class-based disadvantage.
Almost all aspects of education and professional careers involve computers now, from research and writing to accounting, architecture, and art. Students must master a minimum level of computer proficiency if they have any hope of entering any true college-educated profession (or even many manual labor or classified positions).
A 21st century education is very different from my personal K-12 education from 1976-1989. I didn't use a computer until my Journalism classes in high school, and never used one for research. That's why they created World Book Encyclopedias. The ability for fast and efficient research makes computer use mandatory for students AND teachers. Technology has even made the instruction and mastery of cursive handwriting obsolete (a less discussed yet significant difference between 20th and 21st century educations).
Unfortunately, technology is a double-edged sword. I watched teachers learn a lot over the last 12 years about technology-assisted plagiarism and cheating. As easily as technology enabled research, it has also made dishonesty a much greater temptation. Teachers now must employ strategies to outsmart such tactics- they "google" random phrases from papers to ensure integrity. Students seem shocked when they are caught with the same ease that they cheated. Unfortunately, this phenomenon too has become part of the world in which we live and work.
Reviewing other posts, I am not in agreement with Trea. I don't think technology makes "bad teachers good" either but the lack of technology certainly doesn't help them get better in any way. Technology doesn't make people learn but it definitely assists in learning and prepares students for the reality of future careers in significant ways.
Anyone who doesn't view 21st century educations differently than 20th century educations wasn't born early enough. The terms "card catalog, typewriter, white-out, and abacus" may not ring a bell to everyone. But computers made each of these 'modern inventions' quite obsolete, and mostly since I graduated from high school.
Computers grant students access to a world of goodness and simultaneously a world of evil, and ease the completion of almost any paper or project. I think those of us that discuss the lack of enough tech resources hit the nail on the head: the debate isn't whether or not technology improves the educational experience for both students and teachers, but whether or not we have enough cash to make it readily available to all who need it.
I agree with Spencer that 20th century learners are obviously different from 21st century learners. You can see this in the way that some older teachers have more trouble with technology in their classrooms than younger teachers (I'm not saying this applies to all older teachers at all). There's been changes in technology in my lifetime as simple as text messaging. I never even knew what that was and now there's kids text messaging instead of communicating on the phone verbally. I think it's our job as educators to make sure that our children are immersed in technology but as said before, not to the point of making the teacher obsolete. It needs to be used in meaningful ways in the classroom.
I totally agree with Trea's comment that technology doesn't make bad teachers good. Teachers who use technology should combine it with their own teaching art to present information in the best way possible.
This takes me back to our first class when someone brought up the idea of the teacher "becoming obsolete" because of computers....which I TOTALLY DISAGREE WITH. Thoughts?
I agree with much of what has been said with regards to technology. While I think that technology is important in helping students become more 'globally competitive' and that familiarity with technology will make students more competitive in the job market, I think that we've gone a little technology crazy. Much like anything in life, technology is good in moderation but beyond a certain point, I'm not sure that it becomes any more helpful. I think that technology can be used as a way to engage students in their education, and it can certainly be a powerful tool in that, but much like what Trea said, the presence or absence of technology is not going to make a bad teacher good or a good teacher bad. Even with all of the fabulous technology in the world, a bad teacher is not going to be any more effective. Technology does provide additional methods of instruction which makes material more accessible to students with different learning styles. Having experience in a school with an abundance of technology, my experience has shown me that technology cannot override the human component which is the key to teacher effectiveness. While computers can customize instruction and provide the kind of differentiation that teachers only dream about, as Christensen and Horn point out, they require students to be intrinsically motivated and responsible for their educational outcomes, qualities many students rely on teacher support to learn.
As we reflect upon technology use in education…I must say that technology has its place in the educational setting. However, technology has not begun to make the impact in our classrooms as much as we would like. There are endless reasons and circumstances that have limited or restricted the availability of a wide range of technological resources all over America. With this, there remain too many inconsistencies to effectively measure the impact of the use of technology in connection with classroom teaching and learning.
With things as they are, I cannot foresee a drastic change in the near future. If we are struggling just to keep effective humans in the classroom, how can we positively think we will be able to implement an appropriate allotment of technology in our classrooms? As mentioned, technology has its place, but at this point the teacher remains the source of instruction.
I do think technology can improve teaching and learning when teachers are prepared and trained to integrate its use into their lessons. Our children already have a lot of, if not more, exposure to technology than most teachers being that they manipulate video games, IPods, computers, etc. at home. Most of this type of equipment contains a level of comprehensive value to them. The kids are essentially computer savvy already, yet their chance learning at home cannot be supplemented at school due to the unavailability of technology at school.
I cannot say that the use of technology in classrooms has increased teaching and learning…at least there is no longitudal evidence of it. I’m sure one could produce a report that shows the positive impacts technology can make in the classroom, but this alone is not sufficient to support it. Until the majority of states, districts and schools have an adequate amount of technological availability, exposure and training, there really cannot be a true measure of its effect on teaching and learning. Having a sprinkling across the nation does not satisfy this.
Today, schools generally use things like Smart Boards, overhead projectors, document cameras and Elmos, yet these are not necessarily used by the students. Additionally, schools utilize computer software and online programs to supplement teaching. Online programs like A+ Math, Fun Brain and Study Island are used to remediate and enrich student learning. Programs such as these are resourceful as supplemental technological tools in the classroom, but classrooms usually have 3 or less computers in them. An ideal use of technology would have the teacher and students both using the equipment daily as technology can be valuable to both teachers and students... independently and collectively.
There is much to be desired regarding technology in the classroom. How we address this passé vision is quite contradictory. Yes, it is the 21st century, yet we in essence remain entrenched in the 20th century.
Responding to Elena’s comment: Making teachers obsolete
I feel that overemphasis of technology takes away the human element of teaching, which I feel is important to foster critical thinking and analytical skills. In my opinion it is these, critical thinking skills that allow humans to create and further technology. In one of the readings, 21st Century Skills, there is some talk of how the technological advances helped students developed heightened critical thinking skills, but can this be done for everyone, or were these students likely to develop those skills on their own with or without technology? Critical thinking and reflective practice are skills that technology cannot effectively teach, it will help in the process, but will not be the foundation. While students live in a more technologically wired society they still live in a society that requires human interaction and human relationships. Critical analysis is still part of human relationships. The human element, teachers, is necessary to foster this.
I also agree with many of the comments that have already been posted. Technology definitely has its place in the classroom but how useful that technology is depends on a variety of factors. I feel that the world has gone overboard using the term "21st Century Skills." Several schools I've been to have these skills listed on their filing cabinets and I wonder are they really implementing these skills, on top of everything else they are supposed to teach, in an effective manner? I almost feel like it's one more layer added to teacher's already full plates. But let me make it clear: technology does need to be used in the classroom.
I like Elena's question about teacher's becoming obsolete because of computers. I completely agree with Trea's response to her question. Technology is an added bonus to a teachers repertoire but cannot replace the human element of teaching.
I agree with Elena, Trea, and Liz. I do not foresee technology taking the place of teachers in traditional or non-traditional educational settings. However, I believe that it can provide greater access for individual students, especially those in rural settings.
I also agree that teaching certain technology-based skills is necessary given today's technology-driven infrastructure. However, I feel that the use of technology in the classroom should be a given and does not necessarily need the label of "21-st Century skills."
Trea, I like your response about the idea that our students--regardless of technology--need to know the more important skills of developing and maintaining human relationships. Do you (and everyone else reading this) think that students who are currently in K-12 have lost some of this? I.E. Are they so wired that they no longer know how to communicate and network with people face-to-face? And would the use of more and more technology in the classroom only futher facilitate this loss? I'm tempted to say that they have, but I'd love to hear what other people think about this.
Many of us have stated that students should be “taught” the use of technology and that as Trea mentioned 21st century learning is not much different than 20th century learning. Can children learn without any guidance?
I am finding more and more that my children ( my personal children) are learning things in the computer they were not intended to learn: my 8 year old was supposed to send a simple email to his aunt. I left him alone for ten minutes. Instead of an email, he sent her an interactive ecard. Who taught him? Who guided him?
My question then is, what if education was, in the words of Sugatra Mitra, a self-organizing system where learning is an emergent phenomenon? Can children in a street corner in India teach themselves on a computer how to create a simple computer program? Check it out http://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_education.html
Elena, I think you raise an excellent point about technology's role in the declining use of personal communication. My students are so reliant upon texting and facebook/MySpace that their face to face communication is virtually nonexistent. Your point about an increase in educational technology perpetuating this decline was one I had never thought about. With this, I think that we need to be cautious in our use of technology. Yes, we need to prepare students for an ever changing workforce through the inclusion of technology, but at the same time we need to continue to foster those human characteristics that are also going to play a huge role in their job readiness.
I'm seeing a lot of "technology has to be taught because kids will use it in the workforce". Do you think that the type of technology usage that will be critical in a job environment five to ten years from now is what's being taught in schools? Facebook didn't exist ten years ago, and Twitter didn't exist five years ago. Plus, neither of these technologies is allowed in most schools. Most of what kids get in school is productivity software (Word, PowerPoint, Excel), simple Internet research projects, and maybe a Photostory or two.
Is the technology we use in schools really preparing kids for a 21st century workplace? I would bet dollars to donuts that most of the relevant technology that students learn they learn outside of school.
Dr. G
Excellent points brought up by many on the blog. To answer Dr. Graham's recent question; no I do not think students are being taught technology that will help them become leaders of consequence in the workforce. I see this process playing out in two parts. The first involves the students and their experiences outside of the classroom. Students are learning about technology at such a faster pace than teachers can keep up with. Last week I brought in my ipad to a small group of kindergarten students. One student shouted "an itouch" while another said "my dad has an ipad" I had 2 students who had no clue what this cool thing was in front of them. The student whos father had one at home proceeded to show the other students how to use the ipad, and within minutes, we were playing a game and working on spanish vocabulary terms. It took these 5 year olds minutes to pick it up, I had been sitting at home for hours trying to figure out the best way to use it. I think the piece that will affect technology in the classroom is that teachers are not prepared to implement it at the rate that programs are being developed and students are learning about it on their own, this is the second part that I believe is negatively impacting the ability of teachers to include technology across the curriculum. In his article Willingham mentions that "the task force has thought through what a new emphasis on 21st century skills will mean for four key aspects of the system: (1) teacher training, (2) state standards, (3) assessment (4) accountability. " I feel that if states, such as North Caroline, are focusing their efforts on technology and want to ensure it is integrated into lessons were students are effectively using it they should integrate more professional development that will support the needs teachers have.
In response to Dr. Grahams second question, I would have to agree with Maria in saying that we are not delivering the technology skills of the 21st century that will help them in the workplace. I have observed an instance where a child knew more about my Blackberry than I did and also another instance where a child had figured out how to do something on the SmartBoard before the teacher had. Her response was, "I didn't know you could do that". Even with the 'Little Tyke' in my classroom, my students had learned how to send each other mail - I didn't even know this PreK program on the computer was capable of such things!
There definitely needs to be more teacher training in technology to keep up with the kids. I think technology is a great way to connect with students since this is such a technological age. I also would have to say the main element of teaching is the teachers themselves and how they deliver their materials. Technology doesn't teach students, teachers do.
In response to Dr. Graham’s latest question.
I do not think the technological skills we are currently teaching students are preparing them for the 21st century workplace, because are we even teaching technological skills in the classroom? My use of a smart board does not mean that the students now have an edge in technological knowledge and capabilities. All I have done is presented my method of instruction in a different form. I have not critically engaged the student in the use of technological skills. Technology when implemented correctly can enhance critical thinking skills that enable creativity. I go back to my point that there is a balance between the human aspect and technology when it comes to enhancing critical and reflective analysis in students. It is ironic because technology is changing ever so rapidly but is it technology that is causing improvements in technology or the human element of creativity and reflective analysis that allows for continual improvements. I like to say it is the human element.
To answer Dr. Graham's original question, I do not think that the use of technology has improved teaching and learning at the level that it should be. Within the school I work at I can identify two teachers who are at opposite ends; one is still learning how to incorporate technology (smart boards, blogs, videos, etc.) the other has written grants and is incorporating 6 itouch in small groups and in interventions. Going back to my first post I don't think it has improved because teachers are not at the same level of implementation. Many of my peers talked about the difference between using a smart board, for ex., and really knowing how to use the smart board to create a meaningful lesson. During my pre observation conference I asked my principal to monitor my use of technology within my small group lessons. Although I feel that I understand how to use it, I am not ready to have student-centered activities that revolve around technology. This is a piece that I will continue to work on this school year in order to keep up with the students and their technological skills.
I share with Trea that : “Technology when implemented correctly can enhance critical thinking skills that enable creativity.” It will take some time, but US public schools are rethinking this process of the pragmatic use of technology. Daniel Pink on “Drive” shares that creativity spins out of autonomy. This is not common in our educational settings. How much autonomy do we want ot give out students in the classroom with a computer?
Learning technology is an ongoing process. Thus, although the technological instruments may change over time, I believe it is important for students to have a basic understanding of how to utilize current technological methods. The earlier students begin to understand the benefits of certain technological advances, the more comfortable they may fell using them over time, even if the modes of technology change.
I like what Maria said about teachers not being prepared to implement technology at the rate that programs are being developed. Who can keep up with the changing pace of technology? Maybe that's not the point. Maybe the point is there is a framework, a foundation of what skills we want students to be able to use, and within practicing those sets of skills technology is just one piece of the puzzle.
I recently read an article named "Chaos Theory" in the June 2010 issue of Wired magazine. The article summarizes the ways in which the web is altering our brains. The article states that when we go online, we enter an environment that promotes cursory reading, hurried and distracted thinking, and superficial learning. As the internet grants us access to vast amounts of information it is turning us into shallow thinkers. This change results partly from the mental calisthenics involved in evaluating hyperlinks. This prcess of evaluation apparently disrupts concentration and weakens comprehension...The article goes on to state that people who read linear text comprehend more, learn more and remember more than those who read text peppered with hyperlinks... We never the less willingly accept the loss of concentration, fragmentation of our attention and "thinning of our thoughts" in return for the wealth of compelling or at least diverting information we receive. It is further pointed out that the web does indeed provide an outlet for the cognitive surplus referred to by Clay Shirky in the web expo video we watched, but that it would be a mistake to assume that the web is making us smarter. I think that this article offers one of a few possible answers to the question as to whether technology really makes a difference in learning. Anyway, just some food for thought. I'll bring the article Thursday if anyone wants to have a look.
NCPTS: Teachers know when and how to use technology in their instruction.
One bullet within this subheading of Standard 4 in the North Carolina Professional Teaching Standards states that teachers must know the appropriate use of technology. This is where SEA, LEA school leadership, and classroom teachers can work together to come to reasonable conclusions about appropriate use of technology in the classroom. There is plenty of research available that suggests what uses may or may not be appropriate in the classroom for our children. We have to develop a policy that reflects this research and ensures the use of technology to the maximum benefit of children.
The 21st Century Skills article refers to a township in Pa. wherein the thrust of it's Classrooms for the Future project is to get kids to use their critical thinking skills to synthesize and evaluate. According to the article its not specifically about a computer in front of every child or about learning how to use a software program. The article offers compelling examples of projects and other innovative uses of technology that get children to synthesize, evaluate and collaborate that make sense to me. As a person who has worked in technology, I can see the skills being developed here having a powerful relevance in our children's future. The examples offered in the 21st century skills article suggest that technology can make a significant difference in the classroom. I am very much for the use of technology in the classroom as long as a well researched, specific and clearly articulated policy is in place to guide taechers in it's proper use.
I hate to say add another policy to the already hundreds of other policies schools have but in one respect I agree with Bo. If according to the NC Teachers Evaluation tool, teachers are to use "technology instruction in their classroom" that needs to be broken down. Do we want to designate what types of technology, what's developmental appropriate, what software programs need to be introduced, etc.? What's the best way of holding teacher's accountable for using technology without stifling their, or their student's, creativity?
After "playing" on the K12 site, online school, I realized what I was missing... fun games in my teaching!! (sarcasm) For some, they believe that having games and fun for every aspect of learning is necessary. I guess that is why I have been told by parents that social studies needed to have more games, then their child could learn it. It puts me in a sticky position. I know for myself, I learn a lot when I'm interested in a subject and I put things to music, but I realize that every aspect of my learning will not be put to music. I have to learn how to learn in other ways. This online schooling may work for some. I do not think it will replace traditional schools.
I have to agree with Trea about the importance of striking a balance between the human aspect of education, and the technology piece. Something that he also mentioned that struck me was the notion that we are using technology to supplement our teaching, but we are not actually teaching technology. Thinking about the changing scope of technology, much of the technology that we claim to be "preparing" our students to use hasn't even been invented yet. Liz wrote about our current use of technology as providing a framework of skills we want students to have which I think is an excellent way to think about it. Technology is changing so rapidly and it will becoming increasingly difficult to keep up; if we can build that framework, either through actually teaching about technology or simply using technology in our classrooms, students will have the tools to dissect future technology.
Interesting Courtnee brought up the K12 site. Though I agree with her in that it will not replace traditional schools, I foresee significant growth in a type of hybrid online public schools: half online and half face to face.
It seems as if the discussion concerning 21st Century skills is largely being framed by business leaders and solely in regards to future skills needed in the workplace, which would of course offer further vitriol to our man Joel Spring (author of The American School in Dr. Marshall’s class) who believes the history of education to basically be one of social and economic control of the radical masses by the industrial elite. It is hard to miss industry’s sudden and renewed interest in the state of public education (and the educational establishment’s ever-present backlash), but do you think business and corporate leaders involved in education have at heart the best interests of individual children and communities or still just their own financial interests, or are those two ideas now mutually intrinsic?
One major difference between 21st Century and 20th Century education is that it is now essential to possess a college education or a specific vocational skill in order to provide a family with a middle-income lifestyle. With so few 9th graders in America persevering to college graduation, I wonder if we are doing our students a disservice with our present mentality that all children must attend and succeed in college. Too many young people are currently leaving the educational system with no marketable knowledge or skill. As such, I am very supportive of North Carolina’s early college programs, as mentioned in the EdTech article, whereby students are simultaneously earning a high school and associate’s degree and also presumably obtaining knowledge and skills that offer a gateway into the skilled workplace. Once in the door, they can continue to build their skills and learn new knowledge while also ascending the corporate ladder alongside college graduates, almost comparable to the disruption model presented in the Education Next article.
I agree with everyone that technology can serve as an invaluable supplement to strong classroom instruction, especially with motivated kids who are stuck at a snail's pace in overcrowded classroom where individual attention is almost all but impossible. I found it a much less effective tool (at least for now) for struggling or disinterested students, because as Courtnee points out, no matter how much you suss it up, grammar is still grammar.
Jordi brought up a great point about hybrid schools. I am involved with the Curriculum Development Team for CHCCS. Within this team we discuss various topics, last year one of them was classes to offer in high schools. We spent hours discussing virtual schools, and how they can work in a high school setting. As I sat back and listened to the comments high school teachers expressed what they thought would occur if these courses were available at the rate that students are wanting to take them - teachers would begin to be replaced with computer labs, and staff would be hired to oversee these virtual schools. Although I agree that human elements are irreplaceable, I come back to my original post that technology is happening in our schools at a much faster pace than we will be able to handle. In order to work with and adapt to it all we will have to cause change at the rate that technology changes...can we keep up?
I feel that the use of technology in the classroom is simply an attempt to give students a relevant education, which remains as one of the primary goals for many teachers. We exist in a society that relies on technology as evidenced by the massive use of tools like google, facebook, and youtube. As such, in order to prepare students for an technology-based economy, education must strive to incorporate technology. Now, with that said, I do fear the extent that technology will be used. I see education heading to an age were teachers may be compromised by technological tools, which in many ways worries me about my future job security.
I agree with most of the people that have posted before me. Technology is good in moderation and, more importantly, no amount of technology can replace effective teaching strategies. Technology should be used a supplement to instruction not as the instruction itself. In my class, I use study island as a great computer generated instructional tool, but I would never just allow students to work on it for the whole period. And, in all honesty, they would probably get bored with it after a while anyway.
Overall, I think we agree with the idea of having and utilizing technology in classroom. I believe we also agree with the fact that there is an inequity with respect to the levels of technology available in classrooms. In reading many of your posts, it seems that a number of you feel the use of technology can improve teaching and make a positive impact on student achievement. I would also join this group to a certain extent. Yet, I will not completely agree due to the fact that there’s no concrete way of measuring either. Enthusiasm and convenience do not always equal better.
I am sure, as stated earlier, that technology is a valuable tool for instruction in a supplementary role. To think that teachers could be replaced in the classroom by technology is a stretch. To implement technology as a norm in all classrooms would call for a grand shift in the concept of education itself…not to mention, a major increase in funding, which is unlikely. Lastly, think of what the classroom teacher would have to endure to accommodate this, along with the effects this would have on schools of education programs across the board. You have to believe that learning how to effectively use technology in the classroom would have to become a part of the global preparation of new teachers. This again, is pessimistically an unlikely transition. Or should I say…”When you wish upon a star…”
I am an advocate for technology. I am also one who has a disdain for an inept implementation of any program or reform.
In response to Dr. Graham's last question, I don't feel like there's a huge difference between a 20th and 21st century education. We still try to convey the same skill sets--critical thinking, effective analysis, problem-solving, etc. However, the difference lies in the fact that we now integrate technology as a means to develop those skill sets. I feel like the 21st century has put unparalleled pressure on the educational system to develop those skill sets out of the interaction with technology, whereas the 20th century relied more on the human element.
My sister is at UNC-G, but she is taking all online courses. She's never been on campus and she loves it. I've never taken an online course because I need face to face contact. So, Jordi, I'm going to agree with you that schools will move towards online teaching while keeping things traditional for people like me. I think it's a positive move that will keep up with future generations.
Does technology really make a difference in teaching and learning?
As others have expressed, it certainly has the ability to. I'd propose that to accurately answer that, one would have to truly examine both the subject matter and 'spirit' of what is being taught.
Just as important as the subject matter and 'spirit' of the lesson, we have to evaluate who is being taught. If a topic is uninteresting or irrelevant to a child, is it not likely he/she will reject the lesson, no matter what form it comes in. Anecdotally, I don't like potato salad.
If someone tried to "teach" me to "learn" how to like potato salad, their method of choice would not matter. Whether they tried to feed me with a spoon or through a straw (neither of which is technology related, I know) it would not matter. "I...do..not...like...potato...salad!" (I may have to use this title for a blog post. Lol)
As with most of these questions, I think the full context of the question dictates the answer, i.e. "what's being taught" and "who is being taught" is critical here.
Without question, technology is essential in the classroom.
But not for the sake of simply "having technology in the classroom."
Beyond the classrooms, technology today has become "the basics" for everyday functions. The entire globalization of developed and developing nations center around technology.
To be truly "literate", in a 21st century kind of way, one must become familiar with technology. It is not a cliche' to say that we're moving to a paperless society, one in which digitalized information dissemination will be standard operating procedure.
Just as it was necessary to understand the Dewey Decimal System in the 20th century, now people need to understand search engines and furthermore, SEO, or search engine optimization.
Whether it's fair or not really doesn't matter at this point. Technology, and the lust for new, faster, and more exclusive technology has become the central focus of connecting nations, businesses, governments, banks, etc. on a global level. Realistically, most of us need more technological training just to keep up to the current pace.
How in the world can kids of this generation be successful w/o "the basics"? I repeat, it's not enough to just have technology in the classroom...kids have to interact with, understand, and embrace technology as the norm.
Courtnee's point about using tech games for learning was interesting. As I mentioned, technology in classrooms should not be limited in scope, use, or theory. In addition to playing ed games (which is usually helpful and fun!)teachers should be given time to have opportunities to engage in "real-life" conversations with these kids about tech in the real world.
How does technology impact the food you eat everyday? The clothes your parents buy? The transportation you use to get to school? The energy sources that power this school, or this classroom?
These are questions that actually connect what is being taught to a desired learning goal. Kids would have the opportunity to explore how their worlds outside of school impact the conversation at hand...and how it's essential that they understand technology to better compete and thrive in the world.
Liz's questions about drafting a standardized policy wouldn't be so burdensome if the policies actually encouraged teachers to discuss real-life ways that technology connects us all.
Think about how much the students would learn this way. Think about how much we, as adults, would learn from them in these types of conversations...
I believe that technology made me a better teacher. When I taught geometry I often used geosketch pad to help me illustrate different examples. In algebra and geometry the use of graphing calculators makes develing into the math much easier and more meaningful. I would hate to teach statistics without technology.
I really liked Courtnee's comments for two reasons. She asked what is meant by technology. Giving a description would be helpful. The best thing she said was about how technology is a teacher aid that helps us do our jobs better. I agree. It is not a substitute for basic knowledge.
I agree with Dr. Graham. Studnets are not learning the most up to date technologies. Public schools do not have the funds, resources or ability to stay up with the times. That is what college or the workplace are for. Just like with pre college schooling, we are teaching basic skills that can be used later in life to extrapolate further.
Yes, I think technology in classrooms makes a difference in teaching and learning. I don’t know if I agree that technology has led to “improved” teaching and learning, it has led to teaching and learning that is more relevant to today’s society. Yesterday I observed several classes at Culbreth Middle School where every student carries an iPod Touch throughout the day and in the coming weeks will be able to have them 24/7. In a language arts classroom students were playing word games, in a science classroom students were taking a quiz, and in a social studies classroom an ESL student (not Spanish speaking) was translating English words into her native language-- all of these activities were done with the use of an iPod Touch. These are all examples of how technology is making learning more fun and interesting, less time consuming for the students to receive information and the teacher to assess student learning, and creating an environment where each child truly does have the opportunity to receive an equal education.
It is extremely important for us educators to incorporate technology into the classroom. Regardless if we do or do not, students will be exposed to technology when they go into the work world; so, we need to do our part in ensuring that they are ready and able to compete with others.
I think that Dr. Graham's comment is extremely important. I do believe that technology has to be incorporated into education but it does seem that the technology that is being used in the classroom is not the technology that students will be required to use in the workplace.
Students are not being taught how to use social networks such as Facebook and Twitter. Students are not being taught how to organize their schedules and calendars by use tools such as Gmail calendar or Blackberry's calendar.
Schools need to also be thoughtful about the way that we incorporate technology within the realm of education. If we do not do this then we are still not preparing students to be competetive in a global market.
I liked Elena's comment about students losing the ability to have face-to-face interactions. I think that this is especially true in middle and high school.
I believe that students are losing the ability to navigate personal human relationships. Facebook, Twitter, and Myspace have all contributed to children and adolescents learning to communicate to each other through a computer screen. A lot of human connections are lost in these types of interactions. This loss of human interaction could have greater implications for our future generation.
I think the key to solving this problem is to teach students how to use modern technology correctly and appropriately. Teachers and administrators should model appropriate use of social networks and other modern technology. We need to provide students with more experiences and more knowledge about proper usage of modern technology.
Post a Comment