HOW YOUNG?
As a high school teacher, it was very interesting to read about Cuban’s observations regarding the possibility of incorporating computers in a preschool and kindergarten setting. I think that if on a consistent basis children are taught the basics of operating a computer at that young of an age it would be easier for them to transition to learning more structured applications like keyboarding techniques. At the middle school level, teachers could focus on what the state refers to as Digital Tools (voice recognition, scanning devices, PDA’s, etc.). This would make available the possibility for more advanced computer applications classes to be offered at the high school level. Then we could concentrate on more advanced applications at the high school level instead of having to offer classes like keyboarding and document formatting. If we could focus on more advanced applications then we would have students more prepared after graduation for workplace and college technologies.
We are constantly debating in our school corporation the need to move keyboarding classes to the elementary level. This year the state has even “suggested” that school corporations should be teaching keyboarding at the fifth grade level. They have even incorporated textbooks into our adoption year that would be age appropriate for the elementary level. Unfortunately, we do not see this happening anytime soon. Teaching keyboarding at the fifth grade level would still require a teacher that has a degree in Business Education. We just received word that with budget cuts, it would be very unlikely for any new teachers to be hired. Considering this area is an elective area in the curriculum, the implementation of such a program seems very unlikely. So, once again government wants to increase technology availability and usage in schools, but cut funding that would allow programs to grow. The school corporation however, has purchased sixty laptop computers for the middle school in addition to the two computer labs already in the school. The only “computer class” that is taught currently at that level is keyboarding by one teacher. As in Cuban’s observation, we have all this technology surrounding our students and teachers but no one is using it or trained to use it.
TECHNOLOGY AND THE CURRICULUM
Another theme in Cuban’s observations and research is that teachers are not incorporating technology into their teaching styles. At the high school level teachers are pushed to the limit with all of the other responsibilities that are assigned to them. It is difficult to find the time to teach yourself how to incorporate technology into the classroom. I know English, Math, Social Studies, and Science teachers at our school who are just overwhelmed with meeting state standards and trying to improve ISTEP scores in their core area. Being in the Business Department and teaching computer classes, it is easier for me to incorporate technology into what would be referred to as "lecture" classes that I teach. I have the knowledge base just because of my teaching area. What most schools fail to do is make sure time is set aside during professional days, for example, to show teachers how technology can be incorporated into their daily classes and make them feel comfortable using the technologies. When we start seeing technological requirements in the state standards maybe more emphasis will be placed on learning them.
WHERE ARE THE GAPS?
From my experience, there is a huge gap between the technologies offered and used at the high school level and those used at the university level. I know Cuban talked about how for the most part technology is not used by professors in their teaching style, but my experience with universities is that they are using technology. From 1992 when I received my first undergraduate degree through the present I have seen a substantial growth in technologies offered and used at the university level. I have not seen such growth at the high school level. I am always telling my students who take advanced computer classes about the advantage they will have over most students in their ability to use all the technologies that will be at their disposal.
WHERE IS TEACHER INPUT?
Another problem with the under-development of technology incorporation in our schools is that in a lot of instances people outside of the teaching profession are making the decisions about what types of technologies will be put into the classroom. We are currently renovating our school, and for the most part the architectural team makes the decisions on what types of technologies the classrooms will be equipped with. Our department had to really fight to make changes to the original plans of the classrooms in our department. What do people outside of the teaching profession know about classroom management? Incorporating technology into a classroom takes a lot of planning. It is not about how many computers, printers, LCD's, scanners, etc. you can pack into one room and does it look nice. The focus should be on how teachers and students can maximize the capabilities of the technology.
TEACHERS ARE NOT ALONE
I was glad that Cuban spent some time focusing on other professions and their trends and attitudes toward technological innovations. I think it is important for everyone to understand that the teaching profession is just like any other occupation. There are people who take to new technologies and incorporate them into their jobs to hopefully save them time and efforts. Then there are those who shy away from new technologies because they do not like change, feel uncomfortable with it, or are simply afraid of it. Before becoming a teacher I worked for a company that manufactured hospital beds. In my department there were two of us that used technology to make our jobs easier and more efficient. The other people in our department felt very uncomfortable taking that leap into the unknown. Some people are kinesthetic learners and are willing to explore the unknown and others are visual or auditory learners. They of course would require some sort of training before they became remotely comfortable with learning new technologies. So again we must address the issue of training personal thoroughly, whether in the teaching profession or not, before technology can be considered integrated into classrooms or jobs.
CHANGE
There are core areas that have to be developed before we can actually believe the government and technology innovators who insist that technology is foundation of success for our educational system and the future of our economy and global competition. Technology manufacturers have to make hardware and software more affordable and user friendly. Education seems to be constantly taking a hit financially and lets face it most commercial software programs that we have available to us are not inexpensive, easy to learn, nor lack limitations and glitches. Government needs to be increasing funds to our educational system instead of constantly depleting them. School systems funding comes from their local tax base. If there are gaps in dollars needed and dollars collected then the government needs to fill in that gap. High income school districts should not be the only schools receiving the technology and training. Policymakers cannot be campaigning on educational reform if they are always willing to cut educational programs. Teachers need to have a voice when technological programs are being initiated. In too many instances teachers are given the technology and told to use it. They have no input or training, but are expected to conform. If technology is to be fully integrated into educational curriculum, then changing current educational structures are inevitable.