The New York Times featured an editorial calling into question the efficacy of bringing computers into schools in light of increasing budget cuts and flatlining test scores in the Kyrene School District. (Sorry for my delayed reaction. The beginning of the school year’s a lot of work!)
Many of my edtech friends were up in arms about the article. I wasn’t that offended by it since a good portion of the district’s technology resources seems to be dedicated to drill and kill activities that I’ve never believed do anything to increase test scores.
Schools I have worked at have purchased computers and iPads for purposes of taking attendance and conducting DIBELS assessments, these purchases will do little to increase test scores without additional plans for students to research and create on their own. Unfortunately, teachers with an attendance-taking computer often don’t like to share it with students.
Yes, we could argue that learning can’t be measured entirely by test scores. However, I like to think that even if standardized tests don’t necessarily measure higher level thinking, a student we’ve taught to think critically can figure out how to game a test.
I think we need more articles like the one in the New York Times because it forces us edtech folks to think smarter about how we’re using technology and how we’re explaining its value to our colleagues. Unless we’re getting to higher level thinking we’re not changing the structure and procedures of traditional classrooms.
What do you think?
Great article. Tech is a tool – it can be a very engaging tool. how about using blooms question along with the tech as well as facilitating students creating challenging projects and synthesizing info & knowledge via web 2.0 tools- that can be the highest ordered thinking & challenge – it’s up to us teachers to locate & design challenging & engaging work. – We have the technology!
I adore technology and encourage my students to use it whenever they get the chance. But if they are using technology and it doesn’t enhance what we are doing in the classroom, then it isn’t any better than using a pencil and some paper. At some point in their lives, my students will have to write something without the aid of a computer. If I don’t give them multiple opportunities to write paragraphs on paper, then how are they going to work it out on their own. And if that computer on my desk needs to be used by one of my kids, then by all means . . . use it. I can use hand-sanitizer on the keys when they are done 🙂
It’s up to us (who believe in the positive uses of tech) to either:
A. Provide data that show that tech enhances learning in the classroom as measured on traditional indicators, or
B. Explain why traditional indicators of progress (e.g. standardized tests) are not sufficient to measure the impact of technology in the classroom.
We haven’t really made a coherent proof of A or explanation of B to this point, at least not in any consistent manner. So it’s hard to fault people who wonder if tech can really have a positive impact on achievement on learning in our schools.
I, for the record, believe it can, but we’ve got a long way to go to get there…
The question of whether tech is a waste of money I think has much to do with what the money would be used for instead of the tech. It’s a tough choice to have 45 kids in my classroom with iPads or netbooks vs hiring another teacher instead of the tech. I personally wouldn’t prefer the larger class sizes because it makes it harder for me to connect with my students. That being said I think we fail our students if we don’t either provide the tools they need or allow them to use the tools they already have. My students have no problem using their mobile devices to socialize so my job is to show them and have them practice how to use them to learn, work, problem solve, and conduct business. That will prepare them for life after school.
As for critical thinkers being able to game the test, I believe that too. That is why I spend maybe one class period all year on test prep. If my students are learning Science then they should be able to do well on a lower level bloom test. And if they don’t, I don’t sweat it. Some kids just don’t test well. I personally confuse myself when faced with multiple choice questions, which is why I hate them. It is a game!
@Alfonso,
Yes, I would choose good teachers over good technology every time. I also think spending money on technology i.e. hardware without spending money on training, software, and support—or at least having a plan for those things—is a waste.
-90% of LAUSD schools do not have any where close to the needed bandwidth to use the technology in the classroom to the extent needed to rapidly increase scores, even the just opened schools.
-Students do not use school computers anymore because they are way too slow, taking minutes to load a simple page, which then resorts to bored students, then behavior comes into play as they fill the time waiting, just not acceptable.
The picture by Jim Wilson, NYTimes, in referenced article, shows 4 students using a smartboard, great. But the district expects teachers to use the smartboard in a class of 30-40 students, useless technology, just can not see what is on board without lots of eyestrain and headaches. Why most smartboards in the classroom are not being used, just a huge waste of money, in training and hardware and software.
Even the teacher training, 40 teachers using brand new Apple 27″ computers at a new school, but when we tried to use them in the training, only 13 could get onto website to do training in the 90 minutes, both bandwidth and server issues. Wasting time.
@William,
Thank you for your comment. Not all technology use requires use of the internet. Neither creating and editing movies with iMovie or music with Garageband, for example, require internet access or bandwidth. Something like blogging that’s text based doesn’t require much bandwidth either.
Like you, I’m a little bit leery of installing interactive whiteboards without plans on how they’re going to improve education. Many classrooms use them as a glorified overhead projector.
Technology at my school site consists of me (the teacher) running from student to student in the computer lab, trying to troubleshoot and fix the myriad of problems that arise while working on the aforementioned drill and kill programs in the antiquated computer lab for one hour each week. In the alternative, my students can spend class time attempting to work on the even more archaic PC’s that were retired from the antiquated computer lab to my classroom. Good times…
Best technology piece I have access to is my document camera. It’s made my life SO much easier, allows the kids to show their work as well as watch mine, and helps me to bring the world to them through my laptop.
I have spent considerable time reflecting on this article, both personally and as required by my education coursework. One aspect we continually neglect to discuss is human brain physiology. The brain can only pay attention to one, maybe two things at a time as we operate in working memory. Technology has the knack (or is it that we have the knack with our technology?) for overstimulation. I believe that as humans we are barely adolescent in our technological maturity level. As we continue to learn, grow, and mature, our use of technology will become more nuanced and effective, and our development of technology will become honed – more purposeful, if you will. Technology is just a tool, and sometimes we get obsessed and off-track with our tools (think of what happens to many of us when we walk into Home Depot with a little extra cash). In the end it is the skilled person wielding the correct tool in a graceful and intelligent manner who usually shines. It’s a process, folks, and we’re still very early in that process.
Where does that leave us? Just where we are now. We must continue to embrace technology but be prudent and crafty with it. Scientists, engineers and technology purveyors must keep talking to teachers, and vice-versa, to discern where we are at, what works, what doesn’t, etc. as we try to evolve technology together.
I truly believe and agree with Solomon and Schrum, Web 2.0 How-to for Educators, 2010. As educators, we need to focus on using tools that widen students’ interests. Students already use technology on a daily basis, why not tap into their concentration and connect it to classroom learning? Student success expands through engagement and comfort level. Technology can help maintain a high level of engagement. The tools and possibilities are endless.
Education and technology need to coexist in order to advance and provide new opportunities for all students. “Instructional strategies such as project-based and active learning, constructivism, student-centered approaches, and differentiated instruction are believed to benefit from the advantages technology affords.” (Solomon and Schrum, 2010) Going beyond the parameters of education gives our students the ability to pursue and develop their strengths.
I am currently enrolled in a Digital Media & Curriculum Integration class and it is giving me insight on the significance and rationale for implementing digital media in my own classroom. It offers all my students a voice to share their stories and purpose as they learn the required state objectives. Learning and technology must go hand in hand. Do not let budget cuts limit your capacity to shape the future.
Hey! My name is Hillary Parmer, and I am an EDM310 student from the University of South Alabama. After reading the article and your blog post, I agree with you! Many teachers have technology in their classrooms, but are not using it effectively to where it will actually help students. Some are and some aren’t. If they aren’t, it probably has to do with the fact that they haven’t been properly trained to use the technology in their classrooms. I know that right now, I am currently going to an elementary school to get “field experience” for two of my classes. I’ve watched my teacher teach using books and the white board, and I’ve watched her teach using a smart board and a computer. Her students seem to really pay more attention and be more interested when she uses the smart board. I think it really just depends on the teachers, and their knowledge of technology. When I was in high school, only a selective few of my teachers actually used their smart boards and projectors. I found it much easier to pay attention when they used technology. Then again, it may just be the way that I learn! I really think that if teachers could be trained properly to use the technology that the schools are purchasing for them, then it would definitely not be a waste of money! But that is just my opinion! 🙂
I think you’re right that training is a necessary part of integrating technology. Schools generally don’t consider the cost of training when purchasing technology. Also, tech people in schools tend to be teachers who are light on tech or tech people who are light on instruction. It’s not that easy to find great teachers with strong technical ability who aren’t busy teaching their own classes.