Technology and Learning: Enabling or Subverting

Technology and Learning: Enabling or Subverting

Elin McGuire

Requirement for EDUC 610Summer 2010

The Graduate SchoolHoly Family University

Technology and Learning Ch 13

Technology Enables LearningPosition 1


Internet and teenagers

89% use email 84% get information form movies and TV 81% play games 76% get news 57% hunt for schools 51% download music 43% buy products 31% download videos

Pew Research Data

Technology Enables Learning

More Than Just Teacher Gimmicks

– Technology knowledge is fundamental and should be incorporated into study in schools

– Technology is knowledge and a means to learning and developing improved knowledge

– Emerging Technology User-created content Social networking Mobile/Cell phones Virtual worlds Scholarship forms / college applications Multiplayer education games



Evidence That Learning from and with Technology is Beneficial

– Media and technology are effective learning tools providing educational value

– Johnson Barker study (2002) shows positive results including Improved student outcomes in cognitive knowledge and information access

– The Apple Classroom of Tomorrow study concluded a significant increase in potential for learning

Collaboration Information access Expression Representation of student thought and ideas



The Importance of Technology in Schools

– Local, State, and Federal government spend billions on technology in schools

– Gallup’s national survey indicated 98% of responses in favor of technology in school curriculum

– US should remain in the forefront in technology innovation and development



Developing Technological Knowledge, Skills, and Attitudes

– Technology Knowledge A working understanding of technical and operational language,

equipment, software, scientific and math principles An understanding of the history of technology and it’s impact on society The use of technology to learn – discover, analyze, test, comprehend

– Technology Skills Techniques useful in efficient and effective operation of technical

devices Computers, Robotics, image reproduction

– Technology Attitude Curiosity about ideas and knowledge Awareness and innovation Open to change



Setting Standards for Technological Learning

– The International Society for Technological Education (ISTE) established the National Educational Technology Standards (NETS) for schools

– Standards for technology education enable students to become:

Capable users Information seekers Problem solvers Communicators Analyzers Evaluators Decision makers



Setting Standards for Technological Learning

– Issues Technology is still not an integral part of the classroom Lack of common vision how to use technology Promise of technology has not been realized



Obstacles to Technological Education– Financial– Staffing– Integration into curriculum– Technology Fear (teachers, parents, students)– Slow educational change– Internationally few countries have connected schools to Internet– Teacher lack of knowledge and skill– Lack of computers, insufficient equipment– Outdated– Training



Academic Problems

– Need constant math, science, and technology education improvement

– Technology change happens faster than school change

– Continuing deficiency in US scientific and technological education

Based on comparative tests of math and science achievement show American students behind European countries and Japan



Developing Technological Proficiency

– Technology offers a variety of ways to improve and expand on learning Student research is enhanced Virtual situation and simulations Distance learning Computer programs available in all subjects Health and physical education can be better designed to suit individual needs Intellectually stimulating Interactive Visually and sound pleasing –engaging Tuned to individual interests

– School related programs Providing laptops for each students FIRST For Inspiration and Recognition of Science and Technology)


Technology can Subvert LearningPosition 2


Technology can Subvert Learning

Old and New Technologies:

Teachers find the Good Ones

– Schools are a key for inventing and developing new technologies

– Teachers already use technology to assist in learning

– Good teachers, not machines or devices, are key to good education



Raising Questions:Do computers Improve Learning?

– There is little evidence that computers add much to academic learning (Cuban 2001)

– An Alliance for Childhood (2004) found scant evidence of long-term benefits and growing indicators of harm from high tech lifestyle

– MacDonald (2004) reported performance in math and reading suffered significantly

– Landry (2002) found not conclusive proof that technology in the classroom helps to teach students

– Angrist and Lavy (2002) found no evidence that increased educational use of computers raised pupil test scores



Raising Questions:Do Computers Expand the Quality of Learning?

– Broad integrative learning, bits of info, can be less satisfying via computer

– Curriculum based on computers stifles critical thinking, humanities, art, health, and exercise

– Computer do not encourage questioning or critical examination

– Computers distract from more important thinking

– Limited use in learning and excessive use in entertainment

– Require only low level skills to operate

– Use individually and lack social involvement



Raising Questions:Do Computers Cut Costs?

– Distance learning Temple University closed their virtual college – not profitable

– Cost of computers per school and keeping up with technology more costly than teacher salary - Angrist and Lavy (2002)

– Corporations of education – corporations become more influential in education controlling machines, software, and intellectual property

– Infrastructure Wiring for internet, computer, maintenance, software, staff,

updating




Raising Questions:Do Computers Improve Teaching?

– Deprofessionalization teachers

– Decline in respect for teachers

– Teaching skills

– Value of academic/professional judgment

– Easy manipulation of students, teachers, and curriculum as a result of corporate pressure

– Erosion of intellectual freedom for teachers and students

Technology helps schools and Technology helps schools and teachers in their work but have not teachers in their work but have not

replaced themreplaced them


Technology and the Schools:The Digital Divide

– Uncritical expansion of computer technology creates social and personal problems

– Separates high income people from low

– Schools that can afford more technology separate further from schools those that cannot


Education should work to provide Education should work to provide equity by enhancing equality of equity by enhancing equality of

opportunityopportunity


Personal and Social Costs of Excessive Reliance on Technology

– Schools cannot ignore how technologies influence personal and social life

– Dependence on technology contains the seeds for narcissism

– Loss of in connection to others, political, economic, social, and person problems

– Threaten human decency and individual freedom

– Loss of contributions people can make to society

– Environmental threats and health hazards



The Need for Critical Technological Education

– Critical technological education is a full examining of issues involving the use and value of technology in schools

– Critical technology education is needed where questions are raised about the impact on individuals, society, and schools

– Critical examination is important to protect against overselling

certain technologies


Technology should be subject Technology should be subject to examination in terms of to examination in terms of

education and societyeducation and society

Position Questions

Is there race to keep up with the use of technology; what if we are left behind?

Is the use of technology progress or does it promote lack of understanding?

Can technology be used to enhance learning?


National Assessment US Department of Education

In grades 4 and 8 for both reading and mathematics, students in private schools achieved at higher levels than students in public schools.

The average difference in school means ranged from almost 8 points for grade 4 mathematics, to about 18 points for grade 8 reading.

http://nces.ed.gov/nationsreportcard/pdf/studies/2006461.pdf.


Resources

Allsopp, D., McHatton, P., & Cranston-Gingras, A. (2009). Examining Perceptions of Systematic Integration of Instructional Technology in a Teacher Education Program. Teacher Education and Special Education, 32(4), 337-50. Retrieved July 26, 2010, from H. W. Wilson database (Education Full Text).

Nelson, J.; Palonsky, S. & McCarthy, M. Seigel, B. (2010). Critical Issues in Education. New York: McGraw Hill.

New Horizons for Learning. (2010). Technology in Education. Retrieved July 26, 2010, from http://www.newhorizons.org/strategies/technology/front_tech.htm.

North Central Regional Learning Laboratory. (2010). Critical Issue: Technology: A Catalyst for Teaching and Learning in the Classroom. Retrieved July 26, 2101 from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te600.htm.

Wright, V., & Wilson, E. (2009). Using Technology in the Social Studies Classroom: The Journey of Two Teachers. Journal of Social Studies Research, 33(2), 133-54. Wright, V., & Wilson, E. (2009). Using Technology in the Social Studies Classroom: The Journey of Two Teachers. Journal of Social Studies Research, 33(2), 133-54. Retrieved July 26, 2010, from H. W. Wilson database (Education Full Text).

Zhao, J., Alexander, M., Perreault, H., Waldman, L., & Truell, A. (2009). Faculty and Student Use of Technologies, User Productivity, and User Preference in Distance Education. Journal of Education for Business, 84(4), 206-12. Retrieved July 26, 2010, from H. W. Wilson database (Education Full Text).


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Technology and Learning: Enabling or Subverting