Technology In Education Online

Something that has got me thinking lately is how technology is being used today in the classroom. From student management systems to Accelerated Reader, teachers are finding the convenience of technology to beneficial. But the question must be asked, how is this benefiting students and the educational process? It is with a bit of apprehension I raise this question. I don’t want this to be an opportunity to “blame the teacher.” However, more of a reflective questioning of where we are going with technology. The idea of using testing software that comes with some of the text books has also been another technology tool teachers have felt to be beneficial. Or the rationalization that “I’m continuing to use this software because students are used to it or comfortable.” Is it the students or the teacher? Ok, not to get everyone up in arms. Granted teachers have been burdened with more and more responsibilities over the years. However, do we use the technology to reduce the workload regardless of the long term effects? Take for example Accelerated Reader (AR). Teachers will talk about the program boosting students interest in reading. However, how often had the program been used as a convenient tool to dismiss the reflection and analytical aspects of reading. It isn’t to say AR is good or bad, but more on the implementation of the program. As Sadusky and Brem indicate in their study, “The Integration of Renaissance Programs into an Urban Title I Elementary School, and its Effect on School-wide Improvement” , point out “These misconceptions are not the responsibility of any one group or aspect of the program. They are fueled by some program design elements, political pressure over accountability, and misconceptions held by parents, teachers and students. Based upon our surveys, interviews, and focus groups, we believe that the dominant model of assessment at the school is what we term the “high-stakes testing” model, which stresses summative evaluation, striving for perfect performance, little feedback and contextualization, and substantial, long-lasting consequences.” Others, such as Krashen, show that “the results presented here strongly suggest that of the four aspects of AR, access to books, time devoted to reading, tests, and rewards, only the first two are supported by research. If the focus is on competition and rewards for number of points the reading aspect becomes secondary to the need to outpoint peers or win the reward. Can the same be said of other software used in the classroom. After attending numerous conferences and walking through the vendors displays I am too often left with the sense that technology integration is lost in the process. As has been the case in some presentations that I’ve done, teachers will say to me “I don’t have time to do that” when explaining the more constructivist approach toward technology. But give them a good testing software program that complements their textbook and they are all for it! So is it convenience or integration? Perhaps again we need to focus on professional development and the lack there of. If we continually expect teachers to integrate technology then we must give them the opportunity to see how it fits into their everyday classroom. Also, if the administrative focus is on what “looks good” rather than integration then we are fighting an uphill battle. If the opportunity isn’t there to learn then we are simply spending a lot of money on a whole lot for appearances.