Technology in the Classroom

With the advent of technology in all roads of life, it is essential that we prepare today’s students for the reality of tomorrow. In order to obtain the skills necessary for competition in higher academic institutions and in the work force, children must receive exposure to current technology. The benefits of inclusion do not end there. The U.S. Department of Education performed a series of studies looking at the benefits of technology integration in the classroom. In addition to providing students with realistic job skills, integration of computers in daily instruction served a host of other purposes.

Students using computers were presented with the opportunity to independently solve problems as they performed assigned tasks. After receiving initial instruction, the class had to make decisions on how to approach the problem. Through a series of decisions, such as picking appropriate software and choosing where to search for information, students parsed apart problems in individual methods based on experience. In the event of unexpected errors, they learn to solve the issue in a constructive manner, acquiring skills which serve them in the future.

This opportunity to solve their own problems not only fosters the ability to solve future problems but also motivated students to persevere in the face of problems as they arise. The power to solve one’s own problems independently and with competence builds self-esteem and motivation through accomplishment. Educators involved in these studies noticed marked improvement in the student’s interest in the course material with their successes.

Technology in the classroom also serves to promote equity between students who have access to computers outside the classroom and those who do not. All students involved in the study were exposed to career related technologies providing the same opportunity regardless of socioeconomic limitation. This also creates a unified approach in education across school districts regardless of socioeconomic standing. Teachers in schools receiving more funding were implementing the same technologies and educational programs as those in schools with high poverty rates.

Initially I was against the idea of technology in the classroom. I myself am a hands on learner, which biases me towards a real-life, physical approach in education. However, the research presented a number of valid arguments and benefits for the integration of technology. Computer savvy is a very real requirement for the next generation entering the workforce and the benefits of the uniform approach really serves to provide an equal opportunity for all students. I still have a number of reservations which were highlighted in Education week magazine. Their article concerning technology in the classroom mentioned the negative side of the proposed integration.

Technology is becoming ubiquitous and with the introduction of technology in the classroom there is the potential for oversaturation and dependence on those technologies. Students may in effect, become crippled by their reliance on tools to complete tasks or solve problems. Technologies are not always readily available and such dependence may limit their ability to problem solve in every day contet. For example, students may be able to simulate a chemistry experiment but simulation will not present them with the same results and limitations of a physical experiment. In a physical lab students would learn how to measure, mix and transport materials safely and interpret the imperfections in their results.

Another major argument is the expense of providing, maintaining and keeping up to date with the influx of new technology. At present, schools are already facing major budgeting issues and the proposed induction of things like higher functioning calculators and laptops for each student present schools with an enormous cost. This is in addition to keeping the teachers up to date with the technology and its use presents huge costs. The use of computers in the classroom has great potential to solve many of the issues concerning the problems facing schools. However, there are a few key details that as yet undermine the probable implementation in the public school system.

Through this research I have significantly changed my attitude towards the use of technology in classrooms, I still remain skeptical of the extent to which proponents seek to integrate its use. As is often the case I feel that neither one extreme nor the other will meet the needs of the students. However, a balanced approach in which students are taught to use their own skills first and seek use of technology as a resource or high functioning tool seems the most appropriate solution to our current dilemma.