Teaching with Technology in Public Schools
Since the early 1980s with the appearance of desktop computers in schools, questions about their presence in classrooms have been debated. Access to, use of, and results from new technologies have been central issues for a motley coalition of high-tech vendors, technophile educators, and policymakers eager to satisfy parents and voters who want schools to be technologically up-to-date with other institutions. And this coalition has surely been successful in increasing teacher and student access to desktop computers, then laptops, and now tablets and smartphones.
First, a quick run through the initial goals and current ones in putting new technologies into the hands of teachers and students. Then a crisp look at access, use, and results of the cornucopia of devices in schools.
By the mid-1980s, there were clear goals and a strong rationale for investing in buying loads of hardware and software and wiring buildings . Those goals were straightforward in both ads and explicit promises vendors and entrepreneurs made to school boards and administrators.
*students would learn more, faster, and better;
*classroom teaching would be more student-friendly and individualized;
*graduates would be prepared to enter the high-tech workplace.
By the early 2000s, evidence that any of these goals were achieved was either scant or missing. It became increasingly clear that promised software in math and English fell far short of raising students’ test scores or lifting CONTINUE READING: Teaching with Technology in Public Schools | Larry Cuban on School Reform and Classroom Practice