Welcome!

Welcome!

This blog will investigate issues pertaining to the use of technology in the classroom setting. The following questions will be addressed:

1. How is technology being effectively used to build digital literacy skills?

2. What are the possible drawbacks to incorporating technology into the curriculum?

3. How does the issue of access to technology affect students’ development and academic progress?

Both the pros and cons of increased use of technology in the classroom will be explored. To start the conversation, where do YOU currently stand on this issue?

Framing the Issue: Historical Perspective

The Industrial Revolution of the 19^th century brought with it big changes in the American education system. Public schools were designed to offer a standard education to the masses of people headed toward factory work. Previously, individuals learned their craft as apprentices in on-the-job training from an early age. The Industrial Revolution changed the apprenticeship model for education into a mass-schooling model. The classroom teacher became the vehicle of knowledge for large groups of students. The scope and sequence of the textbook dictated that which students should learn. Blackboards, paper and pencil, and, later, overhead projectors and copy machines were (and still are) the technologies supporting this system.

In Rethinking Education in the Age of Technology: The Digital Revolution of Schooling in America, Allan Collins and Richard Halverson describe a new revolution, called the Information Revolution or the Knowledge Revolution (Collins & Halverson, 2009). This new revolution is changing the way we produce, consume, communicate, and think. “While the imperatives of the industrial-age learning can be thought of as uniformity, didacticism, and teacher control, the knowledge learning technologies have their own imperatives of customization, interaction, and user control” (Collins & Halverson, 2009, p. 4).

The work we do has changed in profound ways. Instead of manual labor, human beings are engaged in operating and interpreting computer equipment. “The computerization of work puts a premium on skills of accessing, evaluating, and synthesizing information” (Collins & Halverson, 2009, p. 5). Although technology is expanding all around us, the school system has remained largely the same as when the mass-schooling model was stabilized in the 19^th century. Although our schools are making efforts to incorporate technology, there are incompatibilities between the demands of the knowledge revolution and the traditional school.

Collins, A. & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.

The iGeneration

iPod.

iPhone.

iPad.

iTouch.

Dr. Larry D. Rosen has coined a new term for the upcoming generation immersed in technology: the iGeneration. The following characteristics describe this generation, which refers to today’s elementary, middle, and high schoolers (born in the 1990s and beyond):

-Technology is all around them, much of it invisible.

-They have grown up with the internet.

-They consume massive quantities of media.

-They utilize a variety of communication technologies.

-They are adept at multitasking.

-They have a unique learning style, a need for constant motivation and collective reflection, and a desire for immediacy.

The following table shows the time (hours:minutes) children and teens spend using technology and media each day:

Rosen, L.D. (2009). Technology and media use by children and teens. [online image] Retrieved 4/28/11 from http://drlarryrosenmemyspaceandiblog.blogspot.com/2009/08/welcome-to-igeneration.html

Clearly these new technologies have redefined communication, thinking, and interaction. Children who are immersed in such technology have difficulty focusing on traditional methods of teaching in the classroom, where students listen to the teacher, compose work with paper and pencil, and engage in solitary thinking.

How will education respond?

References:

Rosen, L.D. (2010). Rewired: Understanding the igeneration and how they learn. New York: Palgrave Macmillan.

Rosen, L.D. (2009, August 27). Welcome to the igeneration! [Web log comment]. Retrieved from www.drlarryrosenmemyspaceandiblog (2011, April 28).

21st Century Learning

As discussed, 21st century learning skills are essential for students' future success. The Partnership for 21st Century Skills is a national organization that advocates for 21st century readiness for every student. The following graphic depicts the holistic view of student outcomes within this framework. Student outcomes are shown in the arches of the rainbow. Support systems are represented by the pools at the bottom.

Image retrieved 5/31/11 from http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119

For more information on 21st Century Learning, please visit the P21 website!

The Technology Enthusiasts' Argument

As previously discussed, the technological changes across the globe are affecting the way we work, live, and learn. Collins and Halverson (2009) point out that educators must prepare students for success in the 21st century by adapting educational practices to include 21st century technologies.

They outline several ways in which technology enhances our human capabilities. They include:

-Just in Time Learning: The ability to access knowledge/skills just when they are needed.

-Customization: The ability to customize the learning experience, resulting in greater interest and motivation for students.

-Learner Control: The learner has greater control of the learning environment, depending on user preferences.

-Interaction: Students interact with the content, and can see the results of their own actions.

-Multimedia: Bringing together print, visual representations, video, and audio enhances the learning experience.

-Publication: When students publish their own work, they have an authentic audience and they can gain feedback in new ways.

-Reflection: Because technology can enable learners to record the learning process, they can go back and reflect on that process to self-assess.

Barriers to Technology Use

What are the barriers to technology use in schools? Several obstacles exist that make technology integration difficult, especially in small schools.

Cost

The high cost of computer equipment and maintenance prohibit the acquisition of these items. Some argue that for technology integration to be effective there should be 1:1 student to computer ratio (Chan, et al., 2006). Yet we know that most schools do not enjoy this luxury. A report from Education Week (2005) shows that the student to Internet-connected computer ratio in the United States stands at 4.1 students per computer. 87.5% of computers are equipped with high-speed Internet connections (Skinner, 2005) Click here for a more details on this report.

Classroom Management

Since whole-class instruction is the norm in many schools, having computers in the classroom can present management problems. If not managed properly, computers can be a huge distraction in the classroom. In addition to discipline problems, classrooms often lack the space required for the equipment.

Time

In order to make computer use effective in instructions, teachers need plenty of time to learn the technologies, develop lessons, and plan for assessment. Since successful implantation would require a huge shift in the way classrooms currently function, time is an immense factor. Many teachers limit technology use to drill-and-practice activities that can be completed quickly and independently.

Challenges to Instruction

Many teachers see computers as impersonal, unable to guide students in fundamental aspects of character development and social awareness. Computers are seen as a threat to the authority and competency of the teacher. When students are constantly “plugged in” they lose valuable time socializing and interacting with others.

These are all valid points that understandably inhibit the implementation of technology in the classroom. However, as previously discussed, computers will undeniably be an integral part of the lives of our students. We must make an effort to guide them in the responsible and productive use of technology in spite of these barriers.

References:

Chan, T., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J., Pea, R., Norris, C., Soloway, E., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C., Milrad, M., & Hoppe, U. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3-29.

Skinner, R.A. (2005). The state of the states. Education Week, 24(17), p. 77-80.