Yay or Nay? Your Thoughts About Technology in Schools
Decatur Metro | December 2, 2011The New York Times renewed the nation’s discussion about the place and role of technology in schools last month when they ran an article about the Waldorf School in Silicon Valley, where technology executives send their kids in part because the school eschews technology. I believe I linked to the article in a Morning Metro. (NBC Nightly News followed up with stories about both sides of this coin a couple days ago. Both can be viewed after the jump)
The article was impactful, mostly because it brought up a whole host of unanswered questions. When asked, the executives believed that technology in the classroom had limited benefits at such a young age and that negative side effects of classroom activities involving technology outweighed any positive effects.
But of course, while such an example can provide one example of pros and cons in this ‘technology in schools’ debate, it would take a dissertation of a few hundred pages to take a stab at anything more specific like, “When is the best time to give kids a cell phone/laptop/iPad?” “What is lost when you give children a cell phone/laptop/iPad?” “What is gained?”
No doubt, these are questions being raised within countless education circles today. And each school system or individual school makes it’s own decision, based on any number of valid or invalid reasons.
But how important do parents believe this decision is? Do you defer to your school district? Defer to certain academic studies? Defer to the seemingly hypocritical decisions of Silicon Valley parents? Get lost in a tug-of-war of the technological pros and cons of convenience?
A parent recently wrote in to DM and wanted to know your thoughts.
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I am very interested in this subject. I do not like the amount of technology invading our children’s classrooms in CSD. In fact, I find it appalling. I do not like the idea that our middle-schoolers often answer questions with a clicker instead of interacting with the teacher and each other about their answers. I know these are used for quick feedback to make sure everyone got what was discussed, but it is troubling to know that these clickers may be coming to the elementary schools.
I am sad when my kindergartner tells me he used an ipad in school. We have been diligent about keeping technology out of our children’s lives, and I feel like I am being defeated at school. Yes, they know how to do research using the websites provided to us through the school system, but I am otherwise not raising my children to turn to technology for every little thing. Our children are losing the ability to interact in meaningful ways with each other and with their instructors (and other humans). My kindergartner routinely tells me about doing “Elmo math” at school! I wish he could learn math from his teacher and not from a computer!
I feel like I should stop now and listen to what others have to say about this!
Strongly agree with you, tiptoe. Too much tech in schools. Pendulum needs to swing back the other way. It has it’s place, certainly, but we are going too far too quickly.
Simple example: Has anyone notice how poor childrens’ handwriting is these days?
I might anger all the apple folks here, but I was unhappy to see the school budget for iPads and iPod touches last go-around. (Larger point to be made here…)
I’ve come around on technology for one primary reason. Repetition. It creates an avenue for a child to complete or see either a subject or concept in multiples as opposed to a more measured amount if relied upon simply by the teacher. Of course this surmises that the child understands the concept or has the ability to understand the concept beyond the manner in which it’s been presented by the teacher. Otherwise, repetition can create frustration. And that’s where the human element comes in to discern where the child is prior to engaging technology. Therefore, I don’t think working with technology removes the teacher from the equation. It simply shifts the manner in which the teacher interacts with the students in certain situations.
I also think it can be an effective tool in pacing a student. If a student(s) has an ability in a certain subject area that exceeds a large portion of the class, that student can still move forward with skill-level appropriate exercises on the computer. Computer programs also have the ability to “learn” where a student may be strong/ weak and adjust accordingly.
As a parent, I believe if there are deficits in a child’s education, then it’s up to the parents to fill the gap. I know the handwriting example was just that, an example. However, I was raised that a school can only do so much and then the buck stops at home. If a child has poor handwriting, then it’s up to the parents to ensure that the handwriting meets their requirements.
At the end of the day, everything in moderation.
BTW – Those Silicon Valley parents probably have enough tech tools/ toys at home (collectively) that they are requiring a different experience for their kids at school.
I choose not to pick this battle. Given that I’m a closet Luddite and yet have a career that would not be possible without the current state of technology, I understand how personally conflicting the issue can be.
Still, since the onset of the industrial revolution, every generation has attended school in a different technological context than the one before and each iteration has proven neither devil nor savior.
If my kid can emerge from her schooling years with a developed sense of creative problem solving, a solid foundation of working knowledge and the curiosity necessary for lifelong learning, I’ll be pleased. I don’t see technology making or breaking that outcome.
It is necessary to understand and be able to use technology in today’s world. I also think that kids enjoy using it, so it engages them in learning. Teenagers often use technology to interact with each other. Children can always be sent to a Waldorf school or home schooled, but they will still be surrounded by a world that uses technology.
+1 to smells
the kids are so attracted to the technology, it is amazing and sometimes scary. it is coming into your child’s life one way or another. I think responsible use of electronics by the schools is the best way to go.
and there are some kids in our system that do not have ipads and computers at home, it is great to have them in the classroom to expose everyone to the technology. I have not seen that it is being overused in my kids classrooms (grades 3-11, can’t speak for K-2 or 12th).
sometimes powerpoint presentations have seemed a bit silly, but when the point of an assignment is to complete and present a project, my kids have been proud of the final product or at least pleased to meet a deadline, which often is the best lesson. in a few years they will forget some of what they learned about JFK (or whatever the particular assignments were) but remembered that they stood up in front of a group and made their presentation that looked professional. good stuff.
Does anyone really use their handwriting skills any more? Other then signing my name and a few random notes I’d guess not.
I’m neutral on this topic because I am most convinced by the data showing that, after home environment, teacher quality and classroom size and composition make the biggest difference in effective instruction. A good teacher who is not overwhelmed by too many students or special needs will use whatever technology is available appropriately. An ineffective teacher will not succeed no matter how much nifty technology is put in the classroom.
http://www.wired.com/geekdad/2011/01/the-5-best-toys-of-all-time/all/1
LEGENDARY!!!!!
Two words: AWE. SOME!!!
I routinely help tutor children at a CSD elementary school (K & 1st grades). In general, the handwriting of the kids I work with is poor. I was told that handwriting is no longer taught in K-3 schools. Though as adults we can use technology instead of handwriting for the most part, I have a problem with so much emphasis on technology and much less emphasis on basic skills such as handwriting and cooperative work/play. Everything in moderation, I guess.
The more important articles regarding this were the ones questioning the efficacy of technology in classrooms (a series the nytimes ran a month back or so). These reported on research suggesting technology has little impact on “achievement”.
I’m all for technology in schools, and my kids’ handwriting is very good and I work on it with them. And here’s the thing that’s going to really get the Luddites’ panties in a bunch: handwriting does not matter as much as typing. Computers are our culture’s primary means of… well, so many things that involve words. Children must learn how to use them and–more importantly–computers can be used to more effectively teach many things.
I am very involved in my kids’ education; I chaperon expeditions, attend most of the events and meetings, and maintain communication with their teachers regarding their progress. I absolutely believe that CSD is using technology appropriately, and only as one tool among many to teach my children.
“Expeditions” sound so much cooler than some of our boring “field trips!”
Full disclosure – as someone employed to develop technology as well as one who teaches others how to use technology in education, I obviously support the use of technology in class.
That said – I certainly don’t support mindless technology in class. You can’t use it just for the sake of using it. But when it is used properly – it can be an amazing tool, or even by-product of the lesson. At CSD, there is a large amount of ‘technological things” at their disposal, but in my experience they are quite adamant that the technology is used responsibly and as a means to an end – not as a way of getting around teaching. The teacher/student relationship is still at the core of what they do, technology is seen as something that may be able to assist that. (explain a concept, have the student demonstrate understanding of a standard, “traveling” to a place they are studying – There are some incredible museum tours out there plus fun with Google Earth.) As Al noted it’s “one tool among many.”
Like it or not, the world is increasingly wired. Students need exposure to certain aspects of technology and how to become good digital citizens. . .schools help teach and police this. Workplaces require you to have ever-increasing technical know – how (It wasn’t THAT long ago that you could make a killing working for a company as solely their PowerPoint creator, many are seeing that come back with options like Prezi instead) Our kids are commonly called “digital natives” and research has proven that their brains are wired slightly differently. . . . By having a “safe” atmosphere to interact with technology as well as exposure for those who don’t have it at home and might otherwise be at a disadvantage , we are also helping students re-engage with their learning and prepare for life outside of school which is ultimately what teaching is all about.
My wife and I went back to UNC for homecoming about a month ago and we both felt something odd about our walk through campus (I went to Wake, but that wasn’t part of it). After talking about it, we realized it was that despite being surrounded by other students and possibly even friends, almost none of them were talking to each other or socializing in any direct way. Rather, they were texting, FBing on an iphone, had earbuds in, etc.
So my discomfort with technology is not just about computing in schools, but more about how technology is so addictive, and it is harder for young people to curb their appetites. As an adult wo kids, I have trouble with it myself. Technology is useful, but I have to ask the question “useful for what end?” Professional/career success? Maybe. Being happy in life? From what I have experienced, not a chance.
Wow, rich kids go to prestigious colleges- didn’t see that one coming. There are also private schools where no grades are issued for courses, only a summary prepared by teachers, and they also attend the most elite universities. But one has nothing to do with the other.
I actually like the say no to technology idea presented, but realistically, for students who don’t have computers in their home, an idea like this puts them at a disadvantage. Whether they need to be in every classroom, for every subject, is another story entirely.
My fantasy vacation/retirement is a place where it’s quiet, and there are lots of books. And I love reading articles about people who are managing to “disconnect” in their daily lives- on my computer of course.
The debate is happening (to some extent, at least) in the higher education world as well, as the Chronicle notes.
Last summer my undergraduates at GSU were shocked when I told them they couldn’t use their laptops, tablets, or phones during class.
I teach college level, computer based, job skills classes. The assumption is that everyone is honest and actually strives to learn the material at hand. In reality easy access to technology makes both students and teachers lazy and often dishonest. I commonly see all of the following:
Ask students to do simple addition or subtraction and they grab for their cell phones — while they are sitting in front of a computer. They don’t even know that Windows has a calculator built in. But that’s not what bothers me; it’s that they won’t even try, won’t even consider doing it in their heads or even using a pencil. (I’m not sure if that is an argument for too much technology or not enough.)
One student taking an on-line math/English test for another student. This is rampant, especially in open computer labs. They may be idiots but they aren’t stupid. (That’s a little joke. I love them all.)
Students copying completed assignments around to each other. (Easy to catch when they all make exactly the same mistakes.)
Teachers downloading whole hog the curriculum prepared by the textbook publisher.
Teachers that schedule their classes like this — “Everything is online. Call or email me and make an appointment if you have a question.” I am not lying.
And of course the never ending, in class texting, internet cruising, music streaming, emergency calls, etc., etc..
I’m for keeping personal gadgets out of schools until a base level of competence and mental discipline has been established. Wait until High School.
Technology is often used as an excuse to reduce the role of people. And in early childhood education especially that’s stupid, because socialization is so vital at those ages.
Networks are great for introducing subjects, and great for testing. They can’t teach. Because teaching involves finding multiple ways of getting across a point, interacting with the child based on their own specific learning style. Computers, even networked computers, don’t do this.
So I understand why the tech executives don’t want a PC-based education. Doesn’t mean PCs and networks aren’t great. It means they want people teaching their kids, and they can afford good people. Most people can’t afford good people, because good people are in high demand.
Expanding the range of good teachers is the key to real education reform.
“Expanding the range of good teachers is the key to real education reform”
+1
Patrice Maynard (Association of Waldorf Schools of North America) recently wrote a beautiful response to this question to the editors of the NY Times. I think it is worth sharing here:
“To the Editors,
The right tool at the right time is the slogan that reflects the view of the child we hold in Waldorf Education.
People and life are the right tools for little ones: play, imitating older folk, learning how to jump, run, coordinate arms and legs, laugh, sleep, breathe. The little child’s tool is itself!
In middle childhood all tools are for learning competence and integration. With a healthy body and a strong heart the child can sing, count, calculate, play an instrument, dance, act things out, memorize, draw, paint, investigate the wonders of the world, and imagine the world beyond what is known. Through this era an enthusiastic student emerges.
Then come sophisticated tools of compass, drafting materials, microscopes, computers, stage lighting, microphones and kilns – when the student knows what is needed and what needs to be done. The student remains the master and the inventions remain the tools.
Patrice Maynard, M.Ed. Leader, Outreach & Development Association of Waldorf Schools of North America Ghent, New York”
As a Waldorf teacher myself (currently fifth grade), I get to see the benefits of this thoughtful approach each day. The beauty of this education is evident in the pride and confidence the children develop as they learn and grow together. My students learn to recite poetry, sing in harmony with their classmates, and resolve social conflicts with peers. They learn to tackle challenging mental math problems and to create careful compositions, written with rich with vocabulary and beautiful handwriting. Their faces beam as they finish carving the wooden spoons on which they have worked for the last months. They take time to explore the natural world around them as they begin their study of botany. They learn to feel with compassion and to imagine multiple solutions to the problems they encounter.
In a Waldorf high school, you sometimes find students actually building their own computers. In this way, they develop a more thorough understanding of computers than many of the children who grew up with them from the beginning.
When my students begin working with computers, they will do so with a solid foundation of experiential learning. I hope for them to remain flexible in their thinking, purposeful in their actions, and open in their hearts. Computers will certainly be helpful tools when the right time comes, but for now technology can wait.
Technology, in general, is used as a labor saving device. A perfect classroom situation would have a team of highly qualified teachers all focusing on one student. An expensive private school can try to approach this ideal by having only a few kids per teacher. A poor school has many children per teacher…so that’s where technology comes in. Hopefully each student can get an imitation of one on one teacher time by using properly designed computer programs. This is not nearly as good as the private school scenario, but surely it is better than what is going on now in the Atlanta public schools.
I am a high-tech person in my career and a Waldorf parent of many years — so I mirror the attitudes of the Silicon Valley execs in the original article.
I see a big difference between “skills” (i.e. learning to use machines, tools and technology) and “knowledge” (which is ultimately a sense of self and others, curiosity about life, one’s problem solving approach, etc.)
Software and the machines that run it are a flavor of the month. Knowledge (which is brought forth from within the individual) continues to deepen over a lifetime.
+1 for “Software and the machines that run it are a flavor of the month. Knowledge (which is brought forth from within the individual) continues to deepen over a lifetime.”
I took a typing class in high school. On a typewriter. It was the first time I had ever typed. I did not use computers much in college, but since high school I have always been an extremely fast typist.
Kids do not need to learn how to type in elementary school. It is something easily picked up when they are older.
I agree with RScott in that we have a much larger problem in this world: our kids do not know how to talk to each other or communicate effectively. They would rather text someone than call them even though it can cost more.
I wonder if it’s actually making communicative children less communicative or whether it’s making less communicative children more communicative. If it’s doing both, is it a wash?
“I agree with RScott in that we have a much larger problem in this world: our kids do not know how to talk to each other or communicate effectively.”
I think it’s more complicated than this. We live in a time-competitive world so, in many cases, a key strength of effective communications is brevity. We also live in a world where our tools of communication are fluid. To treat certain tools (such as a traditional phone call) as eternal is to become painfully inefficient in short order because part of effective communications is reaching people where they are. Kids text because that’s become the most effective way of reaching each other and exchanging information. To say that’s not communicating effectively misses a large part of what effective communications entails.
Note I’m not touching on the subject of dumbing down communications to the point that we may be losing our ability to discuss complex ideas (a la 1984). That’s a whole different problem and one on which we probably agree.
Not exactly on topic but exciting in any case — The Kindezi School in the West End is an Atlanta Public Charter School that has 6 students per class and almost no administration.
http://www.kindezi.org/
It is disturbing to see how much technology is taking over the lives of young people. It’s the primary thing that excites them, motivates them, and captures their complete and undivided attention. Students have learned to multi-task, which according to many studies, is not necessarily a good thing. They end up not doing anything well. Given the amount of time children spend engaged in technology every day, their school hours are better spent learning life skills – critical and flexible thinking, discernment, conflict resolution, empathy, resilience, perseverance, etc. As a Waldorf parent of three boys, I want my children to get an education from teachers, not from computers!