A Quick Synopsis and Reaction to "In Classroom of Future, Stagnant Scores"

In the New York Times article "In Classroom of Future, Stagnant Scores" from September, 2011, Matt Richtel discusses how many classrooms with increased access to technologies have, despite our hopes and expectations, reflected no significant increase in student test scores. I was surprised and skeptical. Upon reading the title, I made immediate note of the publication date and searched for more recent articles on the same topic. Surprisingly, I found another article from 2015 that concluded similar findings. Then, of course, there are other articles claiming the exact opposite. Wary of the debate, I pressed onward with my original article and found some items worthy of consideration.

The first item I had not considered fully is that technology is a significant investment. More specifically, technology is an investment that can drain from all the other investments schools need to make for their students. In his article, Richtel refers mainly to the Kyrene School District in Arizona. Despite purchasing a significant technological upgrade, Kyrene saw no improvement in test scores while neighboring districts, who did not receive these upgrades, saw noticeable improvements. From his research, Richtel suggests that one of the main contributors to this discrepancy in scores may be that Kyrene was no longer investing in many important things it once had. With the tech requirements draining the budget, the district had not given their teachers raises in three years, had not hired new teachers despite an increase in classroom size, and had slashed their budgets for subjects like art, physical education, and music. As class sizes increased, students had lessened accessibility to teachers. Also, many teachers reported being in need of basic supplies like Kleenex and pencils.

Another proposed contributor to the stagnating scores, according to Richtel, is that many teachers allow the technologies in their classrooms to become distractions rather than instructional tools. He contends that many students, although assigned a task, end up just playing around. As an example, Richtel discusses a student he finds playing an alien math game. To do well in the game, math is required. If you perform your addition correctly, then you shoot the spaceship. However, the student Richtel observed was selecting answers at random just to take shots at the ship.

A few other interesting points Richtel made: tech supporters prescribe to the idea of "upgrade first and ask questions later," many students reported no preference between doing a class activity on paper or online, there was no significant research on the efficacy of online courses, and the tech companies profit more than any other group.

In the article's defense of technology, Richtel appeals to technology's capacity to inspire and engage students and its value in providing students with skills outside of the main core subjects. Unfortunately, neither of these values are easily quantifiable. Evidence that students are engaged requires behavioral observations, and we have yet to develop a standardized test that shows student mastery over skills like: internet resource literacy, organization, confidence with professional writing tools, and collaboration. I would agree that all these skills are important.

After reading this article, my hugest concern is that school districts are not investing in technology at appropriate times. I would hope that more school districts are realizing that technology can only be an effective tool when all the other needs of the students and teachers are met first. Then, I would be really curious to see the progress of this district after six years. After introducing a significant learning curve, as technology could be considered, I would expect little to no improvement in other educational areas. If students are busy learning to navigate all their teachers' new technological requirements, focusing on core subjects may be a challenge. Thus, I would be curious if they now show improvement.

However, even if students' core subjects reflect no sign of improvement over six years of intensive technological implementation, I do not think it really matters to the question of what we as teachers need to do. Students have to learn how to navigate responsibly through all the technology that develops, so teachers must teach with it. As an English teacher, I can probably wait to make it the center of my own classroom, but I need to show my students how someone using my discipline uses computers and devices and internet to learn and contribute.

Integrating Technology in the Classroom: It Takes More Than Just Having Computers

http://www.educationworld.com/a_tech/tech/tech146.shtml

While reading Integrating Technology in the Classroom, the first line stuck out to me.  It stated: Technology has become part of the educational process, but too often it is separate and not integrated into the learning experience. This article talked about the many ways you can incorporate technology into the classroom for learning.  The article gives the example of the morning weather. Many primary teachers check the weather during calendar time.  This article suggests using the IPAD to learn about the weather instead of just looking out the window. 

The article also references several great learning sites to use in the classroom such as: Spellingcity.com.  Its very important that technology is used appropriately to enhance lessons.  After all, some of the kids we are putting through the school systems right now, will be in jobs that aren't even created yet.  It's crucial that we show children how to use technology appropriately because the internet has so much information at their finger tips. 

Technology as a Tool to Support Instruction

http://www.educationworld.com/a_tech/tech/tech004.shtml

"Technology is a tool that can change the nature of learning."  This article stress the importance of appropriate technology use within a classroom.  In order for technology to be used properly or beneficially in the classroom, the classroom teacher must review the form of technology being used, design activities and lessons around the specific form of technology and instruct the students properly on how to use it before turning them loose.  Not all technology is beneficial to in individual classroom, what works for one teacher may not work for another.  Each teacher needs to be educated on the forms that he or she chooses to use.  Technology is to aid, assist or walk along side of our regular classroom teaching.   In a world where technology continually is growing, developing and ever changing.  It is our job as educators to be mindful of the overwhelming amount resources around us and make decisions based on meeting the needs of our students.

  

Pros and Cons of Technology

http://www.edudemic.com/technology-pros-cons/

Like many things technology in the classroom is about balance. When reading The Pros and Cons of Technology, it states many believe you can’t dive in 100% when using technology in the classroom. The article discusses the technology used in a Kindergarten classroom when the students used technology in an authentic way. The beauty of technology is its way to engage learners to dive deeper into their academic material.

Pros to the use of technology include data and analytic reporting which allows teachers to see where students are at and gives us a chance to use assessment data to share with other school adults. There have been several times in my classroom where I have been able to share and discuss data with administrators and parents by using technology. It also allows for just in time learning which helps to solve problems immediately. There are many pros to technology being used in the classroom, differentiated instruction which is huge in the school where I work which has immense diversity both of culture and academic needs, different learning modalities, as well as assistive technology which aids those with special needs. I have seen great benefits for students with special needs in my classroom- they are able to practice skills and learn at there level and pace through using assistive technology. 

We must also look at the cons, some think it is replacing teachers- it has happened in other professions such as manufacturing industries. Technology can also be distracting, which I have seen first-hand in my classroom- learning a balance has been something I have need to perfect. Plagiarism is also a concern with technology because of the accessibility of others work.  Many students do not have access to internet outside of the classroom, last year in my class about 1/3 of the students were not able to use internet outside of the school building. Lastly, there is also the issue of privacy of student information.

The article states that there truly no right or wrong when looking at this dilemma, I think a constant start of the pros and cons allows us as teachers to utilize it responsibly in our classrooms. I have mentioned multiple times that balance is the key to success in many ways and using technology in this way is no different.

Technology does a wonderful job of helping to create an even playing field for students while allowing teachers to enrich learning without spending hours upon hours used on preparation and development of activities. It holds a wealth of knowledge at our fingerprints which assist us and help us do our job more effectively and efficiently. The question we must consistently ask ourselves is, are we using this resource to make my life easier- or is it to truly create a deeper level of interest and understanding of the content for the student?