Future of Computers in School

Larry Cuban outlines three predictions for the future of computer use by teachers. He then discusses the one prediction he feels is most likely to occur. He begins first by discussing the difference between access to computers and use of computers. Though more students have access to computers today than ever before, the time they spend on the computers is often used for very different reasons. One interesting fact he referred to was that students from lower income families have less access to computers at school than students from higher income families. This seemed to conflict with the data presented in class that students from low income families use the computers more at school. He outlines major historical innovations in education, which leads up to technology. He suggests that as technology has become a key component of daily life, reformers have tried to implement computers in education as a “high-tech, engineered solution for ineffective, even primitive, teaching by textbooks.” Some see technology as the future and believe teachers should prepare their students for it. Others believe computers should be a tool used in students’ self-directed learning. Another view of computers is a part of the “faster, better, cheaper” theme in American society.

His first prediction is that in a decade schools will have enough machinery to essentially accommodate every student. Students will become reliant on computers to teach themselves and each other. The teacher will become merely a facilitator in their own learning. This change would happen rapidly, upturning the system of education as we know it.

In the second scenario, he envisions technology going into schools to increase productivity, but not necessarily to alter the way school instruction is currently organized. This prediction would allow for increased requirement throughout school that include computer knowledge. The use of computers in this scenario will only better the quality of education as has been done in years past. Computers will mostly be used to re-enforce what education already does.
The third idea is that putting computers in schools is only a very small step in a very slow process to improve teaching and schooling. I agree

Although I’m not sure exactly when this was written, I gather it’s been a few years ago now. However, I agree with his idea that the second scenario is most likely. Change will occur, but it will occur slowing. America typically seams to be a country fairly set in its old ways, especially when it comes to education. I mean really, how much has education changed over the last hundred years? Sure we have changed our methods of testing and accountability, but aren’t the core values still essentially the same? Thus I see computers as an enhancement to an age-old schooling tradition. Although I suppose if American education continues on the downward spiral it appears to be on, anything could be possible. I did find it interesting that he thought different scenarios would play out at different age levels. However, the high-tech computer schools are not likely to take over the country anytime soon.

Computers as Catalysts for Change

Essentially what I’m gathering from the article is that most teachers do not see computers or the use of technology in general as a direct cause of change in the their teaching methods. For many educators, the focus of teaching is moving toward a more student-centered education. Though the direct approach is still important for some purposes, many teachers realize that as facilitator of student-learning they can encourage more meaningful learning in the classroom. Having said that, there is no doubt that technology and the use of computers in the classroom is becoming more important in today’s society. To continue in the student-centered learning theme, it is imperative for teachers who do choose to use technology to do so in the most effective way possible. However, we cannot expect that the level of technology use in classrooms across the country will be anything but different in the next several years. In a profession now governed by standards, we cannot expect to see a “normal” level of computer use in the classroom with a set standard of computer-use expectations.

It seems to me the problem with technology in the classroom will always be the same. Some have access to it, some do not; some have the background knowledge, skills, and experience to use it, some do not; and some revere it as essential to learning, and some do not. Therefore, some teachers may be inspired by technology to change their teaching method. Perhaps they may not ever recognize the impact of technology on their teaching style. What it comes right down to, as is mentioned in the article, is that teachers choose the teaching approach that works best for them. The best method for some may be to incorporate a lot of computer interaction into their curriculum. But many teachers, especially older veteran teachers, may not have the base knowledge and skills needed to utilize computers in their classroom.

I agree entirely with the results of the study that found that most teachers change their teaching methods or styles as they grow in their profession and have time to reflect on their past experience. We often learn best from our mistakes. As a teacher, I would love to incorporate a significant amount of technology for more than drill and practice purposes. But in reality, depending on where I end up teaching, I do not even know if that will be a financial possibility. As a teacher it is my job to continue my own education. It is also my responsibility to find and try out new methods that may better aid my students in the achieving the goals I want them to achieve.

Morse and the Technological Divide

I suppose none of us can really argue the importance of learning computer technology use skills in today’s society. It is interesting to think that children today may face as many struggles in attaining an equal education as those who experienced Brown vs. Board of Education. By discussing the idea of fairness in the learning of technology by today’s students, Morse reminds us just how difficult our jobs really are. Though computers are a wonderful tool for our students today, offering what appear to be limitless opportunities in learning, they can also present another barrier in our already socially divided society. Morse raises many good flags for teachers to be aware of. For instance, the integration of technology into the curriculum is extremely important. Without integration, it seems to me computers will remain a mystifying concept to young children today. For example, Morse suggests the negative affects of using computers in the classroom as merely a reward for good behavior or incentive to complete other work.

Morse talks a lot about the social divide between minorities and the rest of society in their learning styles, abilities, and access to computers. Here at SOU I have seen a small glimpse of the software, as well as internet tools available for people with learning disabilities. I’m sure we all realize there is a vast amount of wonderful resources available in the world. The problem I see, which seems to me will not be resolved anytime soon, is the availability of technology in the classroom. As Morse suggests, teachers can get all the training they want, but if we don’t have up-to-speed computers in every classroom in America, there will always be a digital divide. Let me give you a personal example. While taking education classes in Eugene I got to visit a technologically equipped elementary school. The school had received a grant allowing every student in the school to essentially rent a laptop for the year. All textbooks and many assignments were on the laptops. I sat in on a class and saw third grade level work in progress on the computer. These kids were incredibly lucky to see the technology integrated into their curriculum. Of course some teachers in some classes used the computers more than others. The problem is, what about students in schools at the opposite end of the spectrum? Many third grade students at Phoenix Elementary are lucky to have thirty minutes a week in the computer lab to take tests.

Essentially, as educators, I think it comes down to doing our part in serving each student as well as possibly, as Morse says. We have to take what is available to us, as little as it may be, and use it the best we can. This means getting training if training is not provided in our education or through our district. This means seeking out time in the lab if computers are not available in the classroom. This also means working to demystify technology for all ethnicities, abilities, and socio-economic levels of students. Seems like a simple task, right? :)

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