The Paradox of Teachers and Technology in the U.S.
U.S. Presidents, philanthropists, parents, and researchers all say, no, swear, that teachers are the most important in-school factor in children and youth learning. Yet those very same teachers, professionals with advanced degrees, have little say in determining access or use of hardware and software in their classrooms. Policymakers decide, not teachers, to buy and deploy new technologies for classroom use.
School boards buy iPads for kindergarten teachers. Superintendents contract with companies to supply every classroom with interactive whiteboards. Sure, maybe a few teachers show up on a district-wide committee that advises the school board and superintendent but decisions to spend and distribute machines are seldom made by teachers, the foot soldiers of reform who are expected to use them in lessons.
Teachers–most of whom already use an array of electronic devices at home–are expected to use new
School boards buy iPads for kindergarten teachers. Superintendents contract with companies to supply every classroom with interactive whiteboards. Sure, maybe a few teachers show up on a district-wide committee that advises the school board and superintendent but decisions to spend and distribute machines are seldom made by teachers, the foot soldiers of reform who are expected to use them in lessons.
Teachers–most of whom already use an array of electronic devices at home–are expected to use new
