So What? A Rationale

Technology has changed the nature of employment around the world. Children are growing up surrounded by more and more technology. What does this mean for education?

According to Lynne Schrum and Barabara B. Levin, authors of Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement (2009), schools are still operating as if still in the 20^th century, where the skills acquired in school prepared students for jobs in agriculture, mining, and manufacturing.

In a world of globalization and rapid technological change, we believe that schools must enable and require that our students develop 21^st century skills, such as critical thinking and problem solving, communication and collaboration, and creativity and innovation, in order to be well prepared to live and work in the 21st century. (p. xiv).

Students are surrounded by technology at home, but at school they must “power down” and learn in a different way. Some argue that since the world is changing and since success in future careers will demand success with high tech equipment and these 21^st-century skills in critical thinking and problem solving.

Others argue that children are too “plugged in,” that the high cost of technological equipment and the management issues computer equipment presents deter their use in the classroom, and that the internet complicates the issue of finding legitimate knowledge.

Both of these positions hold valid points. We must prepare students for success in the highly technological world. The following posts will present different sides of the arguments for and against increased use of technology in the classroom.

Reference:

Schrum, L. & Levin, B.B. (2009) Leading 21^st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin.