Technology in Education

I believe technology is a catch-all term for many tools (computers, Internet, browsers, email, etc.) that can be highly effective if they are used knowledgeably and appropriately. Like any tool, it is critical to fully understand 1) how to use it, and 2) when it is appropriate to use it in order to use it most effectively. Inherent in that statement is an understanding of that that tool’s advantages and disadvantages. One needs to understand both assets and limitations in order to discern appropriateness. As Oppenheimer alluded to, it’s just plain silly to worship a tool as a panacea to all problems, but that has been the case with technology.

The example that Oppenheimer gives about the student who spent 12 hours refining his graphics, which was far more time than he spent on researching and writing his project, is a perfect example of how technology can be limiting in education, without the proper instruction on the parameters of its use. Unfortunately, when an educator is acting under a cloud of delusion (i.e. that technology is always good no matter what the lesson or circumstances), these parameters are not often given as part of the instruction.

I’m a firm believer that technology should not replace human instruction or contact. You don’t leave a tool chest on the house’s foundation and expect a house to be built when you return; just so, you should not assume that technology alone can do the job of educating our children. Furthermore, I believe in developing a strong foundation in the basics before spending a great deal of class time on technology. For example, I do not believe that students should rely on calculators to add, subtract, multiply, and divide. I believe they should learn how to do that on their own and use calculators as it becomes necessary for more complicated math (trigonometry, calculus). Similarly, I tell my students to remember when they are writing their essays that spell-check does not determine word usage, thus it does not correct homonyms (words that are pronounced the same but spelled differently) It would see “Thank ewe” as correct because “ewe” is a legitimate word (for female sheep) and it is spelled correctly. It takes a human being to see that “ewe” is not “you” and, therefore, is not the appropriate spelling for that context. This is the perfect example because it shows the proper relationship between the tool and operator. Spell check is a tool which can alert you to misspellings—but it needs to be checked by the operator of the tool to ensure it is correct based upon the operator’s intent. It should not be followed blindly.

Educators need to use their common sense and constantly remind themselves of their lesson’s goal, further examining the time limitations for that lesson. How much technology is appropriate for this lesson? How much time will the lesson take integrating technological tools? How will using technological tools impact the effectiveness of the lesson? Is it worth the extra time it may take? Will additional training be necessary to incorporate those tools?

Certainly, I believe in teaching literacy of all types: textual, visual, computer. However, there is a balance that needs to be constantly sought and maintained between integrating technology and not allowing it to usurp the lesson’s goal (as in the case of Oppenheimer’s student above). It is in the educator’s hands to find and maintain this balance.