Why should we have technology in our schools? What can technology do for our school systems? Why should teachers be trained in the different technologies?
In his book “The Flickering Mind,” Todd Oppenheimer suggests that technology should not be included in schools. In a review of Oppenhiemer’s book, Blaisdell (2003) summarizes Oppenhiemer’s conclusion: “Putting computers in classrooms has been almost entirely wasteful, and the rush to keep schools up-to-date with the latest technology has been largely pointless” (Blaisdell, 2003). Oppenheimer’s book, according to a blurb following the review title, says that, “ . . . Technology - from TV to the laptop - delivers less than hoped for by schools.” (Blaisdell, 2003).
In Oppenheimer’s opinion technology
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According to an article in From Now On: The Educational Technology Journal,
“ . . . Hank Becker’s research shows that the preferred teaching strategies and styles of teachers usually determine or shape their patterns of technology usage. Those he calls “traditional” teachers are far less apt to allow students to use new technologies than “constructivist” teachers even when they have 5 or more networked computers in their classrooms.” (McKenzie, 2001,).
The author goes on to say that the training for teachers in technology has not been useful and, at times, make teachers shy away from technology even more. Technology training usually focuses on computer skills, rather than how technology can benefit teachers or can be used in classrooms (McKenzie, 2001) Another concern not only focuses in on teaching technology to teachers, but the teachers themselves. There will probably always be teachers that are very comfortable with their knowledge and how they run their classrooms, with or without technology. In order for these teachers to use more technology, they will need to be convinced that using technology is beneficial to both the students and themselves. “One hundred additional hours of learning computer software is not likely to transform traditional teachers into constructivist teachers” (McKenzie,
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“One of the things that we do know is that when students have technology available, they tend to move faster than we expected” (Schrum, n.d., para. 13). Computers also help students to try and do things that they have not been secure in doing before. All students, at any level, with any interests, can benefit from the technology. Students also seem to continue to work until there projects are the way they want them, (Simkins, et al., 2002) Being able to have students use technology that is on different levels is a great advantage to everyone. All students learn at various rates and learn best in different
David Gelernter author of the essay, “Unplugged: The Myth of Computers in the Classroom,” used some rhetorical appeals but not many in his essay, whilst trying to logically persuade his audience that computers could be utilized in the classroom, but under certain stipulations. Gelernter has great credibility for speaking on education and technology, as he is a professor of computer science at Yale University, so he more than anyone should know the outcomes of using a computer as a tool while teaching. However, when it comes to technology a lot of older generations usually are pretty biased when discussing technologies advancements, Gelernter still had some very good points! Using computers while teaching our young children can be useful but with strict moderations; when, where, and why, because if not heavily monitored, computers could be extremely detrimental to the learning experience and processes for many students.
Almost everyone attends a school at one time in their life, whether the classroom includes technology or not. Research shows that technology isn’t used as often as one might think. The article, “High Access and Low Use of Technology in High School Classrooms” illustrates the use of technology by stating that only one in ten elementary and middle school teachers are daily users of computers (Cuban, Kirkpatrick, Peck). Most schools now have classrooms that use technology throughout the entire class time and even at home to do homework. Although some people might agree with the use of technology in class, it is more harmful to the students than useful.
Based on what I have read, technology effectiveness is a highly debated and argued topic among educators. There are many myths and misconceptions that even I myself have argued about technology use. For example, I always assumed that because I was a young, new teacher and used technology that most teachers who used technology were new and young like me. According to the article Research dispels common ed-tech myths, this idea is not the case. Veteran teachers are just as likely to use technology as new, young teachers (eSchool News Staff, 2010). A 2009 survey by Grundwald associates, found that as many as 34% of teachers were infrequent technology users compared to 22% who claimed that they used technology frequently, more than a third of their class time. This number is astounding to me. The research in this article seems to argue that even among those who do use technology in the classroom, many use it for tasks such as email, word processing, or games. Very few classrooms seem to be using the technology for actual learning and teaching.
Technology is becoming more and more dominant in our society.Everyday upgrades are being made and new innovations are being discovered. Technology is all around us whether we want it to be or not: it is the vehicles we drive, it can be found in our homes, and can even be found in the grocery store.Every place we look there is some type of technology.I believe technology has had a major impact on our school systems and is still impacting it today.There are those who do not agree, though, that technology has impacted our schools.Eric Gormly writes, “In fact, many theorists point out the overall impact of technology on education has been quite small, manifesting little discernible change in the classroom.” [1]Yes, there are some schools that are not as advanced as others, but many of them do have a significant amount of technology in them.I find it fascinating that so much technology has been incorporated into our classrooms, but I believe that, even with all of the positive aspects that are associated with technology, there are some negative and even dangerous aspects that should be taken into account.I will be sharing some of the equipment that has been used in the schools, how both the students and the teachers use the equipment, and also the positive and negative effects that technology has had on our schools.
Many people have the availability at home, work, and school to get on technology. Although most people nowadays don 't know how to use technology in the classrooms, because it is just starting to be a big thing in the field of education. The student 's parents need to know what is happening when all we use to get our work accomplished is technology. Even though during the school day, technology helps the teachers and the students work more efficiently. Technology does create some negative effects in education that can cause problems for these children in the future. The negative effects technology brings on is that there are too many distractions, when it comes to the students learning. Technology also affects the kids in many ways like mentally,
Wright, Vivian H. and Elizabeth K. Wilson. "Teacher’s Use of Technology: Lessons Learned from the Teacher Education Program to the Classroom." 20.2 (2011): 48-58. Web. 13 Nov. 2013.
Henry Jay Becker, an education professor at the University of California has been evaluating how schools and teachers use computers for classroom instruction for over 20 years. He believes that computers should be integrated into classrooms for students to use so they can have more skills. The constructivist philosophy that Becker supports stresses student interest and teachers see themselves more as facilitators rather than sources of knowledge for students. Teachers with more computer knowledge are more likely to use several different software types in the classroom. In his research, Becker has found out that students who use the computer daily in the classroom have better word processing skills than those who do not. They also are more likely to use a computer when not in school.
Rakes, G., Fields, V., & Cox, K. (2006, Summer). ERIC - The Influence of Teachers' Technology Use on Instructional Practices, Journal of Research on Technology in Education, 2006. ERIC - The Influence of Teachers' Technology Use on Instructional Practices, Journal of Research on Technology in Education, 2006. Retrieved December 2, 2013, from http://eric.ed.gov/?id=EJ768721
Technology has spread across the world to become a major factor in day to day life. It is used for work, researching, and entertainment. Technology has already started to replace certain educational objects in schools, but its possibilities are still being held back. People worry about the possible consequences of their children being exposed to technology. However, the benefits easily outweigh the consequences when each of them can be resolved. An increase in technology in schools will improve the lives of the students and the choices they make for their future.
Shelly, G. B., Gunter, G., & Gunter, R. (2010). Teachers discovering computers: Integrating technology and
Technology is a major focus when discussing the ways to improve schools in the future. Because students are now becoming extremely educated when it comes to technology, school districts are now making it mandatory for teachers to be knowledgeable when it comes to technology, no mat...
Mundy, M., Kupczynski, L. and Kee, R. 2012, “Teacher's Perceptions of Technology Use in the Schools”, SAGE Open, pp. 1-8, viewed 15 Jan 2014, retrieved from Sage Online Article.
Continued advancements in educational technology have fundamentally changed the way teacher education programs are being offered. Teacher educators today have unlimited opportunities to more broadly utilize and apply powerful technological tools, to equip teacher candidates with the skills, knowledge, motivation and support needed to incorporate the power of technology into their classrooms and instruction. Indeed, the influence of technology in teacher education programs is so great that, it is said, it has changed the “way teachers teach, and learn to teach” (Elliott, 2009, p. 433).
Andy Carvin states “ internet access in schools isn’t worth a hill of beans if teachers aren’t prepared to take full advantage of technology” (2000). Schools spend a lot of money on computer hardware and software as well as other technologies without realizing that many of their employees are unprepared to include them in their teaching and use them to their advantages. Educators often use technology as a classroom management tool rather than an educational one, allowing computer time as a reward for good behavior (Clark & Gorski, 2001). The problem with this is that students learn to use the computer for games and such because it is their reward instead of using it on their own time for educational purposes. This is teaching them the wrong idea. Margaret Honey, director of the Center for Children and Technology in NYC said it best, “The bottom line is, you don’t just put technology into schools or into homes and expect miracles to happen. The technology is only as good as the program that surrounds it” (Meyer, 2002, p.2).
Technology in education is a touchy subject in the United States. Many parents believe that technology will only hurt their child in future, while some believe that technology will help their child. Parents have to be open and must allow themselves, to see what is happening before they make their decision.