Technology in the Classroom in Today's Society,

Technology in the Classroom In today's society, technology has become an accepted medium for communication. From email correspondence that has taken the place of mail, to texting instead of talking, advances in technology have become integrated into our daily lives. However, the line should be drawn when it comes to technology impeding academics and being incorporated into the classroom. Although many support the notion of technology in the class, others see it as an unnecessary distraction to learning.

Following is a critical evaluation of the advantages and decided disadvantages to technology in the classroom. Does Technology Belong in the Classroom? Since the advent of the computer and the internet not many years ago, it seems as if technological advances have continued to thrive and grow at exponential rates. To suggest that whether individuals like it or not, technology has impacted their lives is an understatement.

Technology has significantly changed the manner in which individuals' communicate, how business is conducted, how relationships are initiated and maintained and how children are educated in school. It goes without saying that there are decided advantages to having technology as it serves to expedite communication, satisfy the need for instantaneous response and feedback, as well as provide an ecologically friendly manner for previously written transactions to take place in a paperless form.

However, just as there have been noted advantages to the use of advanced technology, there are also notable disadvantages that must be considered. As technology advances, machines and robotics begin to replace human capital which in turn results in less jobs in an already stagnated economy.

Moreover, the use of technology amongst the young has replaced active and extracurricular activities resulting in, for the first time in generations, a pandemic of children, adolescents and young adults who because of inactive lifestyles for the first time may not outlive their parents (Ballard, & Alessi, 2004; Barlow & Dietz, 2002). In addition, because of access, availability, and advancements in technology, children are now being exposed to a new kind of bullying that would otherwise never occur at the rates cyberbullying occurs amongst the young.

Cyberbullying is generally defined as bullying that transpires outside the traditional realm of face-to-face contact. Perpetrators of this kind of bullying tend to use technology as the medium by which verbal and visual threats and acts of aggression take place. The National Crime Prevention Council defines cyberbullying as "use of the internet, cell phone or other devices to send or post text or images intended to hurt or embarrass another person" (Nansel et al.., 2001; NCPC, 2008).

This is in no way to suggest that traditional forms of bullying are any better and didn't exist prior to the advent of technology; however, with traditional bullying, access to the victim was more times than not, limited to the classroom, school or neighborhood of origin.

Now, because of the use of technology in bullying victims have very little opportunity to escape their attackers and the group of witnesses is expanded ten-fold as pictures, threats, and other aversive measures can be spread to a larger group at a much faster rate (David-Ferdon & Hertz 2007). Although many argue the benefits of technology in the classroom, there are equally as many who view this option as deleterious to the learning environment.

Computers and technology are tools, and as with any other education tool, can be used to enhance learning, but in no way should replace teacher-student interaction and authentic pedagogy based on student strengths and needs. One would suspect that because of the prolific nature of computers and technology that much scholarly literature and empirical studies would have been conducted with regard to efficaciousness in the classroom setting.

However, there is a paucity of scholarly literature and empirical study regarding technologies effectiveness in the classroom, and the majority of what is readily available has been conducted by software companies that have a vested interest in ensuring this notion receives a positive and favorable light (Shotsberger & Vatter, 2001). As such, it is essential to take an unbiased look at those advantages posited as well as the disadvantages technology in the classroom represents.

Those in Favor Those in favor of technology in the classroom point to some plausible benefits to the student, educator, and the learning environment in general. For example, when students use technology in the classroom, they are no longer passive recipients of information. They take on a much more interactive role in the learning process, as they must make decisions with regard to the negotiation of, generation, manipulation and display of information.

In addition, some argue that technology in the classroom allows for more students to be actively engaged in the learning process, and students are more able to evaluate his or her own progress, define goals, and make critical decisions when technology supports the educators' pedagogy. The role of the instructor changes as well. For example, the teacher is no longer the single source for dissemination of information nor the center of attention when technology is incorporated into the classroom.

The teacher is required to facilitate the learning process and provide more guidance and act as a resource for the children rather than the sole authoritative source. Moreover, proponents of technology in the classroom universally maintain that children are more motivated to learn and take greater initiative rather than with conventional academic tasks and instruction. Because the software is designed to appeal to the children's sensibilities, visually and audibly, quite naturally children find it interesting and appealing.

Computers provide instantaneous feedback and a response rate that is much faster than in a wireless classroom setting. Another associated benefit posited by those who support technology in the classroom derives from the argument that children are able to positively interact with their peer cohort and work cooperatively as well as offer peer tutoring (Shotsberger & Vatter, 2001). Although the answer to whether technology in the classroom is advantageous or disadvantageous, friend or foe, strength or weakness, those opposing technology in the classroom do posit a meritorious argument, as well.

Disadvantages to Technology in the Classroom Is everything that appeals to a child good for a child? If this question were taken outside of the context of technology in the classroom, the answer to this question for most would be a resounding "no." As such, why is the exception made when it comes to technology in the classroom? Yes it is true, software developers ensure that the manner in which they design technology-based curriculum appeals to the child and holds the child's attention, but does that necessarily mean it is good for the child? This truly may seem like a favorable or positive characteristic; however, if we were discussing television that holds a child's attention or is appealing to a child, would we argue on that premise alone that television is beneficial for a child? Just because the television or technology in the classroom appeals to the child does not mean that the child is educated in the process.

Is there any insurance of the education value of the technology offered that serves as a means to entertain children in the classroom? In the absence of unbiased reviews, empirical studies, and scholarly literature to support this notion, where is the proof? The bells and whistles that would denote educational may be there; however, in many instances the information produced for the classroom is not developed by those who fully understand the educational needs of the child.

As such, technology in the classroom may not be as valuable as originally considered (Bracey, 1996). Although the pro argument for computers and technology in the classroom touts feedback as one of the benefits of use, others argue just the opposite. For example, Cindy Emmans (2001), an education professor at Central Washington University advised, Often feedback is the key to learning, and computers are appealing because this feedback can be immediate, which is of course a very effectively learning tool.

Unfortunately, this feedback is not often as effective as it might be, perhaps because it is not easy to return to the original question to try again, or the students must begin at the beginning to review the original content rather than backing up a step or two. In some cases, the feedback for the wrong answers is more appealing than that for the right answer, causing students to try and get the wrong answer simply for the entertainment value, (p. 324).

There have been additional arguments purported with regard to technology in the classroom and whether it is beneficial or a distraction in the classroom. The Alliance for Childhood published a statement citing that computers in the classroom were not advantageous. According to the publication, more than 85 recognized authorities in their given fields inclusive of education, philosophy, psychiatry, and psychology called for the suspension of the promotion of computers in the nations' classrooms until there is more careful and thorough assessment of their effect or efficaciousness (Hafner, 2000). J.

Healy in her book, "Failure to Connect: How Computers Affect Our Children" maintains that computers "can hurt children's personal skills, work habits, concentration, motivation, and the development of social skills" (p.19). Another reason those opposed to technology in the classroom offer is the availability or lack of availability to each student in the classroom. For many classes that are integrating technology in the classrooms, budgets don't allow for each student to have access to his or her own computer.

As such, students are being required to share, which prohibits each child from deriving everything intended through the online curriculum. Moreover, scheduling and rotating students to access available computers can be disruptive and an overall disturbance to the flow of the classroom day. More time is spent shuffling students around which could be better used in more productive ways (Tiene, 2001).

If this is indeed the case, then the class is being divided and not integrated, forcing the teacher to divide his or her attention between two groups working separately instead of collaboratively. This lack of attention could prove increasingly problematic for students who need focused attention in order to comprehend and inhibits the learning environment for many more. One of the realities associated with the availability of computers in the classroom and accessibility relates to the budget of the school district.

The school district's budget is often derived from tax dollars. In more affluent area, the tax dollars are higher; availing the wealthier or more affluent student's greater access to technology. Conversely, in poorer districts, as the tax dollars are not as high and may not be sufficient to support the same level of technology a more affluent school district can afford, children in the poorer district must contend with limited to no access.

For many, this is just another example of systematic and institutional disenfranchisement that so many in poorer communities must contend with. For those staunch supporters of technology in the classroom, what then is the answer to this pressing issue? Should there not be equal access to technology for all students regardless of the socioeconomic status of their parents, neighborhood, or school district? Of course those who support technology in the classroom would not readily discuss the abuses that can occur with what for many is considered an advantageous system.

Although one would like to think that the majority of educators are vested in the children in his or her classroom truly gaining knowledge, learning, becoming critical thinkers, and acquiring the necessary skill set to successfully matriculate through school and into society. Unfortunately, there are those who for many reasons, are no longer vested in the success of their charges.

Whether attributable to work related stress, teacher burnout, attrition, the undue pressures that meeting standardized testing requirements outlined by No Child Left Behind, or for many other posited reasons, some teachers abuse technology and use it as a means to fill time in which they should be teaching and allow technology to babysit the classroom. No Child Left Behind (2001), instituted under the presidency of Bush was reportedly instituted because so many of the nations' schools are failing our children.

The original intent of the legislation was to raise the standard of the education children in the United States receive and have a measurable means to determine if children are actually achieving at the level deemed necessary for academic success as well as to make, keep, and prepare our children for competition in the global marketplace. This legislation received overwhelming bipartisan support. Interestingly enough, this legislation was determined to be necessary long after technology entered many of the classrooms around the country.

Parallels can certainly be drawn to the need for No Child Left Behind and technology impeding the educational process in many of our country's classrooms. Many educators have voiced concerns regarding technology in the classroom. Some have pointed to the fact that instead of students coming into class with their hard copy materials prepared in advance, they would rather print the materials at the start of class, which in and of itself can be disruptive. If the work is considered homework, it should be done at home.

If an exception is made for one child to bring their materials at the start of class, then a precedent has been set, and becomes increasingly more disruptive. Other's have pointed out that when students are engaged and interacting with the computer; they have a tendency to engage less and less with the teacher and other students. Still other educators have voiced concerns regarding technology that malfunctions or fails to work properly.

Machines are machines and regardless of how well built they are, there can be technical difficulties and problems that arise. When this happens, according to many instructors, the class is significantly disrupted, children can quickly lose interest and revert to side bar conversations, and a great deal of teaching time can be lost. There is an assumption with the introduction of more and more advanced technology in the classroom that teachers have been properly instructed on the use of the technologies that are being introduced.

More times than not, because of budgetary constraints, and classroom coverage, all teachers are not availed the necessary information to thoroughly understand the hardware and software functionalities of much of the technology that is introduced. There may be a select few who are given the opportunity to go to in-service and receive training with the hopes they will be able to bring the information back to their cohorts. As such, when there is a problem, many teachers are unable to address the matter themselves.

Or, schools may have personnel dedicated in media departments that have sufficient knowledge and understanding of how the technology works and can offer some support. However, if demand is too great, then they too become an ineffective means of addressing technological problems. Another very important concern with regard to technology in the classroom is with internet-based tools or internet accessibility in the classroom setting.

In cases where curriculum is being derived from the internet, children are then potentially exposed to everything the internet brings and content that is not appropriate for their particular age level. Some would argue that this is far-fetched; that incident of children being exposed to inappropriate information in the classroom is rare. However, this scenario cannot be discounted as a viable and plausible possibility.

Because so many schools and school districts are suffering under budgetary constraints, internet-based pedagogy and curriculum can be far less expenses than curriculum derived from scholastic outlets. This factor combined with the isolative manner in which children use computers can indeed place children at risk for inappropriate exposure. For example, there was an article recently.