Three Senarios...

In the article “Appendix E Public School Teachers Using Machines in the Next Decade” by Larry Cuban, we are presented with three possible futures of teachers using devices such as computers and other telecommunications in their classrooms. The spread of technology in our schools causes confusion, but despite the confusion, the use of technological devices in educational settings has grown over the years. One issue brought up repeatedly throughout the article is productivity. School administrators and teachers see new technology as a way to increase productivity in their students. Cuban also offers three scenarios for the use of technology in our schools years from now. His first scenario for the future suggests that schools will have gained enough technology to accommodate a variety of learners in a classroom. This would make teaching and learning more productive than today. The second scenario deals with the maintaining the current curriculum, but improving what we have already. This means that technology is put into the schools to improve the current teaching techniques, but without altering the current instruction. The third scenario that Cuban thinks is possible deals with the slowing of our classrooms, meaning that putting computers in our classrooms will result in very slow changes in schooling and teaching. Personally, I believe that providing technology within a classroom encourages the growth of both teaching and learning. If we do not provide technology within classrooms for our students to use on a regular basis, I believe that we are limiting the possibilities in our children’s education.

Computers as Catalysts?

In the article “Teachers’ Views of Computers as Catalysts for Changes in Their Teaching Practice” by Sara Dexter and Ronald Anderson, they conducted a study that examined how teachers used computers in their classrooms. This was a study of 47 teachers in three states. The study consisted of a questioner, interviews, and observations. Some of the teachers felt that computers had in fact helped them change their teaching practices, but did not say that computers were responsible for the change. Some changing factors they did mention include classes that were taken, experiences, and characteristics of schools. Teachers must have the knowledge and support when it comes to technology within the classroom.

This article made me think about my technological background and the way that my teachers would implement technology into the classroom. In fact, very few of my teachers used technology. It was not really until I attended SOU that I saw technology being used on a regular basis within the classroom. I have to admit, technology can be a little intimidating without a prior background. I also think that more technology would be used within classrooms, especially at the elementary level if the schools supported the use of technology. Many schools simply can not afford programs such as PowerPoint and devices such as ELMO overhead projectors. Many teachers are forced to use old-fashioned overhead projectors, chalk boards, or dry erase boards. I have yet to see a classroom in a public school that has the technology required for programs such as PowerPoint, and the only place I have seen an ELMO overhead projector was in my Math 211, 212, and 213 classes. Other than that, especially in our public schools, technology still does not seem like it is part of the everyday curriculum.

The Digital Divide

In the article “Ensuring Equality of Educational Opportunity in the Digital Age,” Timothy E. Morse presents inequalities when it comes to the use of technology. The use of computer technology in our society is becoming more prevalent, but not all students have the access required to gain essential knowledge and skills. As Morse states: “The reason every student must develop basic technology literacy skills is that the use of computer technology is becoming increasingly commonplace in every fact of society.” Everywhere you turn, technology is being used. Students must have access to technology, but many of our schools do not provide student’s with that necessary access. In his article, Morse presents statistics regarding technology and access to technology at home. At the time that the survey was taken by the U.S. Department of Commerce, only a little over half the population had computers in their home. Morse broke this down into ethnicities, income, and single parent households and the percentages of homes with computers dropped greatly. Not only are our schools not providing a sufficient amount of computers for students to use, but when based on ethnicity and income, computers may not be provided in the home either. If students are required to know how to use a computer, shouldn’t computers be provided to students? The digital divide focuses greatly on the inequalities between social and economical groups. Confronting the issue requires that school districts step in and make computer technology available to all students. Not only will this solution increase students’ skills when it comes to technology, it will also help students improve academically.