Technology concepts and applications

Technology Is Invaluable in Today's Schools

The commonly held assumption that technology should be infused into education in every possible way is a very important one to encourage. Although many "old-school" style teachers and administrators do not like to see old methods of teaching and school operations go by the wayside, it is impossible to deny that technology is the way of the future. In order to properly ready the next generations for the world that lies ahead, it is vital that they be given every opportunity to experience both the advantages and the limitations of the tech resources available to them today. "Technologies... are changing the way children do their homework: how they do research, how and what they read, how they write reports and communicate with one another." (Levy, 2) Technology is not only a necessity for training students for the future and a valuable teaching tool, but it can also be used to increase communication and improve relationships among students and faculty.

Many people view technology and computers to be just another source of buzzwords and empty attempts to improve on an educational system that must be revised from the core rather than through changes made to the surface. However, these people generally do not comprehend the vast amounts of opportunities that can be opened through the use of computers and other technological aids within the school. "There is understandably a great deal of excitement about these developments. But there is anxiety, too. Many of us... are somewhat disoriented by all these changes to our patterns of communication..." (Levy, 2) Many teachers and administrators may be intimidated by the fact that it often seems the students and children are in control of today's technology in a way that is almost threatening to the established authority system. Many times, older teachers who did not have access to computers of any sort during their schooling and training and many years of experience will have to turn to their young students for advice and impromptu tech support! However, if these teachers will stand back and evaluate the situation entirely without prejudice, they will see that the evidence obviously points to technology as a plus in the classroom.

On a very basic level, computers provide the key to the modern information research. CD-Roms, software programs, and the vast and ever-growing Internet can provide vast amounts of information on any subject in a moment's notice. Information can be accessed instantaneously from a variety of sources, which can be not only text-based, but also offer color pictures, videos, sound-clips, and links to further related sources. However, using computers for research is only the tip of the iceberg. Computers offer the unique opportunity for teachers to customize multimedia lesson plans that will captivate and challenge students in completely new ways, and likewise students can create multimedia presentations that explore subjects from so many more approaches than a written report alone could offer. This interactive sort of classroom experience will not only enrich the students through exciting access to new information, but also prepare the students for the sorts of multimedia presentations and interactions which will be expected of them in the business world beyond high school and college.

In addition to the incredible opportunities for learning, technology has the potential to open doors of communication and bonding relationships that have become alien to most school districts. Many people fear that computers are destroying communication and distancing coworkers and peers from one another, however when properly applied they can have quite the opposite effect. Both asynchronous communication, such as e-mail, and synchronous communication, such as chat rooms and webcams, are easily accessible with today's technology. (Calderon-Young) Teachers may be available via e-mail outside of regular business hours to students who may have questions to ask in the middle of the night. The teacher then has the flexibility to respond to these e-mails at their own convenience and speed, giving them the opportunity to fully answer and address every issue about which the student may be concerned.

Techniques such as Instant Messenger, which allows the users to communicate in real-time on the computer, offers similar advantages but with faster results. Webcams also offer an incredibly unique opportunity to communicate "face-to-face" even when physical distance keeps the people apart. Students who have the option of contacting their teachers through these low-stress forms of communication will feel more open and connected to them in the classroom. Teachers and administrators will also find that important memos and notices sent by computer will be more time-efficient and addressable. From a business standpoint all of these communication methods also have a very significant advantage; unlike long-distance phone calls, e-mails are essentially free to send. Teachers and students can communicate with people in other schools, states, or even countries without adding to the budget costs.

Computers also make it possible to organize and access data about the school, students, and important administrative information with the click of a button as opposed to having to rifle through endless paper files that will invariably get misplaces or even accidentally destroyed.

Unfortunately, most schools are not ready for the technology that is available today. While it is true that by 1999, more than 90% of schools had some kind of access to the Internet, "only 26% of elementary teachers involved their students in Internet based activities. 92% of these activities involved downloading research information. Only 8% involved more interactive applications, such as e-mail, web publishing, simulations, and problem-solving." (Kingham) Researchers have defined the "levels" of Internet usage in the classroom. Level one includes teachers gathering lesson plans and resources using the Internet. Level two would involve sharing these resources with t he students. Level three includes students actually working online as part of the lesson. Level four is when teachers devise projects that would be impossible without use of the Internet. Finally, level five usage has students constructing their own projects and having self-directed learning time with the Internet. (Kingham) Few classrooms are operating at a level above one, two, or three, but ideally the time will come soon that all classes experience levels four and five at least on occasion.