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In this section:
It's Not All It's Cracked Up To Be
Can Technology Really Make a Difference?
It's Not All It's Cracked Up To Be
"So, all we have to do is place computers in the classroom and all of our educational problems will be cured."
Would you believe that this was a fairly common opinion fifteen years ago? Most educators soon came to realize that simply placing computers into a classroom did little more than create expensive dust catchers. In the past decade, we've come to realize that improving teaching and learning is a complex problem that takes more than adding computers to the mix. But even with an increased understanding of education, the increased power of computers, and the proliferation of technologies in many homes and schools, scores on standardized tests are declining. Does this mean that computers are actually part of our educational dilemma? Are there concerns that aren't being addressed by technology proponents? Why haven't we seen a vast improvement in our standards as new technologies are incorporated into the schools? While computer technologies offer many benefits to education, it's important not to blindly follow the computer pack, or lose sight of the potential problems and disadvantages that may accompany a new technology.
Let's look at a few of the problems associated with computers in schools. One of the main disadvantages is the high cost. This includes not only the initial price of the equipment, but the substantial hidden costs of maintainance, training teachers to use the equipment, hiring technology specialists, and evaluating and upgrading software. When schools do decide to increase their technology budget, money allocations for other important programs, such as art or music, are often cut. Furthermore, unless careful planning is done, the original computer equipment may become obsolete fairly quickly, requiring the expensive process of acquiring the technology to be started all over again.
In addition to the recurring costs associated with school technologies, concerns also surface as to the actual benefit of computers in the classroom. Many early studies which documented improvements in learning have recently come under fire from critics who claim the research was flawed or inconclusive. Even today, the usefulness of advanced computer programs, such as simulation programs, multimedia, and the Internet as learning tools, are being questioned.
Some teachers feel that young children are taught best in a classroom with a high level of multi-sensory, social experiences--the kind that are best faciliated by a caring teacher--and that classroom technologies should only be used in secondary schools. Many educators question the compatibility of computers with other scholastic goals, such as improving reading skills and building classroom communities. Given these concerns, it's not surprising that some educators and community members express anger when a school's field trips or art room are sacrificed for a computer lab.
Although difficulties that accompany technology in education often have solutions, it is important to keep a critical eye on the multi-faceted impact that computers have on schools. Even though solutions to most problems exist, there is one thing that even the most ardent supporters of computers in schools agree with: Simply getting the computers into the classroom is not enough. That is only the start.
Can Technology Really Make a Difference?
What exactly are the benefits of technology in schools? Proponents of educational technology would say that the benefits for learners are enormous. Computers can enhance the learner's experience in ways which are difficult and sometimes impossible in the regular classroom. Multimedia technology can deliver instruction and present problems in colorful and engaging ways, appealing to multiple learning modalities and providing rapid and powerful reinforcement for correct answers to problems. Through the use of large databases and well-designed simulation software, exploring environments such as the sea bottom or the mountains of the Alps, or performing duties such as civil engineering or ecological resource management become possible in the classroom. Specialized software often holds a great deal of information on a given topic. Through the use of different software programs, students are exposed to a greater amount of information than would otherwise be possible. Well-designed educational software challenges students to interact with these information resources to accomplish educational goals in a fun and motivating way.
Furthermore, educational software can be programmed to track learner's progress and adjust appropriately to a student's skill level. Records of prior achievement are used to determine what information a learner is exposed to and what new challenges are presented. In this way, computers can provide for efficient and effective individualization of instruction. Additionally, learners may be offered a high degree of control over what they can do in the lessons. The opportunity to personalize their learning experience adds to the student's enjoyment. Finally, affective barriers due to shyness or fear of mistakes are minimized, allowing greater concentration and retention of lessons.
The overall effect on learners is often to make them more interested and motivated to accomplish their schoolwork. Rather than being dry and repetitive, learning becomes more game like: stimulating and fun. This increase in interest and motivation naturally leads to greater effort and more time spent working on lessons. Greater effort usually results in better comprehension, retention and creativity, and ultimately in improved skills and higher test scores.
The Internet and World Wide Web promise to further enhance learning by connecting the student with the rest of the world. Students enjoy exploring web sites, and many sites have specialized content designed for K-12 learners. Communicating with other students, teachers, and subject matter experts through email and Internet relay chat can provide for engaging interpersonal interaction and debate. And of course, students often take great pride in posting their projects and work for public display on the World Wide Web.
How does technology benefit teachers and administrators?
Teachers and administrators can benefit professionally from Internet technology as well. Email alone opens up a world of professional networking by providing opportunitiesto quickly and cheaply contact colleagues, co-workers, and professional organizations across the country and the world. In addition, listservs, specialized programs that distribute email to persons with similar interests worldwide, create online forums for the discussion of issues related to teaching and administration. A similar technology, usenet newsgroups, is also used for this purpose. Lastly, the World Wide Web, created both by private individuals and by institutions and organizations, provide an enormous informational resource.
Computer technology can have other important roles in schools as well. Office technology speeds administrative functions. Databases manage addresses, grades, bus routes, and other important information in the day-to-day operation of schools. Computer technologies also play a role in the creation, maintenance, and upgrading of everything from yearbooks and class web sites to class handouts, staff memos and letters to parents.
The usefulness of technology in office functions and materials development is well accepted. This is not the case for computers in the classroom. While proponents of using computers in teaching abound, there are also many who question how useful they really are. We shall be examining their perspective in another course section. Furthermore, even among avid proponents of classroom computers there is a general consensus for the idea that computers in the classroom only improve education if their use is implemented correctly.
For more on the benefits of effective use of classroom computers, access a research summary published by the non-profit West Ed research group.
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URL: http://edweb.sdsu.edu/courses/edtec596r/module1/connect.html
Last updated: March 6, 1998
© 1998. All rights reserved.