Classroom Technology

The following is an interview held Sunday, June 1, 2008, in which I discuss with a colleague the nature of technology in the classroom, and of issue’s dealt with by teachers in technologies use and application.

What types of technology do you have available?

The newest and most helpful technology available right now at ”John Doe” High School are the adding ceiling mounted data projectors linked to my computer with a wireless mouse.  Most classrooms now contain these projectors, which allow me to add video clips from various websites, create a PowerPoint for notes that were previously written on overhead transparencies, add music for lessons, take notes on the computer and project them on the screen as we move through a reading, access websites to share for the entire class, and project films on a larger surface than a TV, all of which enhance student interest.  The wireless mouse allows me to move through the room and not lose proximity control that I would with a conventional mouse.

I also have three desktop computers with access to the internet and a printer in the classroom.

I also have access to a VCR, DVD player, and a traditional overhead projector for transparencies.

What technologies do you integrate into your lessons?

I use all of the above technologies in various ways.  Students may be required to present findings and activities in group PowerPoint presentations, use the internet to enrich their learning while other students are still accomplishing the basic tasks, as well as many other tasks.  I try to use a variety of technological tools and programs to try to break down the 85 minute block and hold on to the student’s attention.

What do students learn using technology?

I believe technology to be a tool like a pencil or a chalkboard.  Students don’t necessarily learn any content by merely using technology just as they don’t necessarily create something worthwhile by simply scratching graphite across bark.  I don’t care if a student can format an essay on a computer with proper margins, spacing, and spelling.  It is an important skill to help them in the workforce, but if there is no message or answer to the prompts with depth and support for claims then the student has learned nothing of significance.  Too many educators see the use of technology as learning, but it is merely another path that can be used to engage students and help work the skills we are trying to master in the classroom.

Are you concerned with the ability of students to understand and utilize available technology?

I am concerned that students do not know how to use technology correctly.  I am concerned that students value visual presentation over actual content. A typical student may say, “I typed three pages,” or “I created 10 PowerPoint slides that look good,” but until they can internalize and expand the content of that paper or presentation for an audience and have a meaningful discussion or defense of it without plagiarizing the information, they have missed the point.  They are creating visual candy rather than a meaningful product.  For more support, think about the student’s use of a cell phone.  Text messaging and immediate connection may be convenient, but the quality of the messaging and conversations back and forth has not improved.  Our attention spans as a society continue to decrease making any article about the world or politics or “fill in your subject matter here” with any depth unreadable for most of the country.  If we can’t pick up on the important message filtered by NBC, FOX, CBS, or the others in a one minute and thirty second spot, we don’t care.

The internet is also a scary place for students.  They may Google something to find the basic information they want on Wikipedia, but few students are actually critical of what they read on the internet.  If a teacher asks them for the credentials of the author, they will rarely be able to tell you or understand its importance.  If it is the first hit on Google, most students will take it as truth.

How does your principal/administration/superintendent/school district view technology in the classroom?  What does the school expect in the utilization of technology in the classroom?

My building administrators and fellow teachers seem to have a similar view of technology as I do.  It is an important tool that should be used to engage students in the learning process, but it should be used wisely.  Just because someone has a Corvette, doesn’t mean they know how to drive it.  Sometimes it’s better to take the old truck out on the ice rather than the sports car.  In other words, sometimes the white board or a handout is going to be a better tool than the bright shiny picture on the projector.

Does the district supply the requisite technology for use in the classroom?

I had to provide my own speakers because I was lost in the shuffle and wanted a better quality sound.  Otherwise, yes, the district provides all technology materials needed.

How do you keep up-to-date on the available technology for use in the classroom?

“John Doe” High School has various Professional Learning Communities that meet at least once a month.  The Technology PLC has been responsible for creating 1.5 days of in-service taught by our own teachers to introduce some of our colleagues to the hardware and software available to them in the classroom and add to the knowledge base they already have.  Personally, I have added Windows MovieMaker and Blogging to my toolbox as something I can and have used this year.  In the future, I plan to have a webpage created for each class so parents and students can stay attuned to what is happening in the classroom, especially during absences.

             As I have continued to examine and consider the issue of technology, whether or not one believes technology has a place in the classroom, one cannot negate its role and affect. The ACOT has delivered important information from a thirteen year, intensive study that technology, including computers, digital television, and specialized software (wasn’t an overhead projected once-upon-a-time technology?), and other technology serves the teachers to provide enhanced education to students. Though there are naysayers, which I agree with to a point, that technology does not serve as a means to lead the way in improving U.S. schools, its value as a tool is immeasurable.

            There are vast resources for teachers to utilize in maintaining up-to-date technology enhanced lesson plans. The Eisenhower Center in Abilene, for instance, has a specialized seminar in which educators are provided specialized materials for lesson plans to teach Presidential information and history. An amount of $100 may seem too much, but when you receive $400 worth of materials and immeasurable experience(s) to teach better, what could be the issue? Also, districts and individual schools through A/V departments provide training to learn new methods to utilize technology, thus keeping the offerings fresh.

            The one true downside to technology is cost. How does a district already strapped for cash and offering as much as they may to provide the necessary elements of education find the means to provide the highly specialized and expensive technology? NCLB provides a smattering of funds, but not nearly enough for all schools. States and localities are reaching the breaking point in some instances in tax revenue needs for education. And what about the students? Is the necessary investment of capitol in the product, students, necessary, and will the return be significant enough to warrant further investment? I believe so.

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