According to Collins and Halverson (2009), our school system that utilizes paper, pen, and chalkboards/whiteboards continues to rely on these instructional media because they are the tried and true vehicles for teaching and learning. They regard teaching as a conservative practice reinforced by a conservative institution. Schools address new innovative technologies by "condemning, co-opting, and marginalizing" (Collins & Halverson, 2009, p. 36):
Condemning
Many schools react primarily to the risks rather than the benefits of new technologies. Appropriate use policies simply ban the use of many technologies that may pose a threat to current teaching practices.
Co-Opting
Schools may integrate software to support existing curricula, ranging from drill-and-practice programs to programs that reinforce the learning outcomes in math, science, and social studies.
Marginalizing
Some boutique programs (such as Microsoft Office) are used more extensively in tandem with existing systems, but these programs still do not change the essence of teaching and learning: the teacher imparts information and the student demonstrates their level of mastery of the content.
The traditional instructional practices within schools have gradually developed over the course of history and are not easily changed, as it is a complex system. Just as many reform efforts in school are long, hard fights, the process of implementing new technologies and modifying tried-and-true instructional practices will not be easily and quickly accomplished.
References:
Collins, A. & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.
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