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05 Feb 12
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16 Aug 11
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much more information was "creeping" into my teaching world. Most forms of communication from the district were now in electronic form, with a huge number of attachments entering my computer daily. The expectation was that I read and respond to the information, and that if I didn't, I didn't care.
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Like many progressive educators, I have regarded computers and other technology in schools as important tools to help students understand the world around them.
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But after an exhausting year, I have learned that before adopting the technology on a wide scale, it is essential for schools to first consider the potential promises and perils of using technology in the classroom. I believe that social justice educators must ask ourselves and our schools: What are the ethics and power structures involved in using a technology, and how do we create a learning environment to discuss and track the impact of technology on the cognitive, social and emotional development of both students and educators.
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discuss
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discuss
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Like many progressive educators, I have regarded computers and other technology in schools as importa
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discuss
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discuss
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discuss
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it felt like Big Brother had arrived
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I was running constant surveillance on students,
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the pull of the computer seemed to be a stronger and more alienating distraction
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one person alone with one machine
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all laptop lids were up, and earphones in
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absorbing vast amounts of new information through new technologies, there are long-term social costs if we emphasize simply collecting data over problem-solving and analytical thinking
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with technology
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scramble to keep up in the digital race
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bombarded
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She had spent a long time on an earlier step in the instructions and was then completely lost
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there is a social stigma attached to a lack of facility with technology
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text-laden day for students
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distract students from their school work
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I also believe it is vital to discuss ways in which people have used technology to create a more just world
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Students need to see themselves as controllers of technology, able to use it to help build the world they want to see.
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17 Dec 10
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09 Dec 09
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08 Aug 09
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19 Jul 09
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13 May 09
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10 Apr 09
Matthew DanielTeacher expresses concerns after implementing one-to-one laptops in her classroom
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No Time to Think
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Disconnecting
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Monitoring or Teaching?
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Creating Meaning from Information
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Tech Discomfort
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The laptops have also meant a text-laden day for students. Over 68 first languages are spoken in my small district; I work with a number of ELL students. When we first received the laptops, my excited colleagues and I created numerous assignments that emphasized the internet and text-based discussions online, rather than in-class dialogue. While this offered quieter students more time to respond, it frustrated those who struggled with reading or students just learning English who needed to hear the spoken word and have a chance to "wrap their mouths around the words," as one friend put it.
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he laptop has also offered a "sanctioned" place for introverted adolescents to hide. In a fascinating discussion with my 6th period last May, I found that the majority of my ELL students did not think the district should keep the laptops. In a rousing speech, which culminated in thunderous applause from many of his peers, Hyung proclaimed, "The laptops are a waste of money and distract students from their school work." At the start of the year, many of these same students wrote of feeling isolated as "outsiders" at school. By late spring, many ELL students believed that the laptops accentuated this distance for them. Many students at my school simply speak to each other less now.
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12 Mar 09
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13 Feb 09
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05 Dec 08
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19 Oct 08
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16 Oct 08
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08 Oct 08
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24 Sep 08
Matt HenchenAn excellent precautionary tale.
technology media education digital divide laptops classroom rethinking 1to1
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What I am learning from my school's infatuation with computers
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When I first learned that all of my students were getting laptops, I thought it was an educator's dream come true.
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However, this is a discussion about power: who has access to the technology; who profits and who loses from the enterprise; which relationships are valued and which marginalized; and who determines what knowledge matters, and how it should be learned?
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address the digital divide.
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this is a discussion about power:
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Universal access solves some problems, but presents new ones.
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09 Sep 08
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08 Sep 08
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26 Aug 08
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08 Aug 08
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30 Jul 08
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before adopting the technology on a wide scale, it is essential for schools to first consider the potential promises and perils of using technology in the classroom.
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The district mandated several in-service days for technology training. We discussed technology hardware and software extensively, including how to catch kids playing Nintendo or "chatting" with each other, and how to use iCal and the Option keys. But there was a trade-off. This meant we were not discussing: whether our curriculum was relevant to students' lives; who was getting suspended and why; how rapidly our community is changing; how we could make our school more inviting and useful for families; the implications of heavily increased screen time on students' bodies; how computer-based learning might change how students process information and how they interact with others. And we weren't talking much about ways technology could help or hinder us in our analysis of these questions, even after repeated requests to have this discussion.
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My classroom, supposedly a zone for deep analysis and honest commentary, had become a mini police state, with me as the chief of police. Trust eroded.
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I realized something strange was happening. The room was silent, and students sat in their seats with chips, fruit, and soda—all laptop lids were up, and earphones in. I asked students to look up and examine what they saw. I told them that when I had offered this opportunity the previous year, the room was noisy and filled with student banter, jokes, and eye-to-eye engagement. Did they see a problem with the fact that we were having a "party," but they weren't talking to each other?
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in the 2007 technology survey in my district, 73 percent of teachers indicated that "students often confuse finding information with understanding that information."
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I realized that for some students, there is a social stigma attached to a lack of facility with technology; it sets them apart from many other youth and can feel like an area of incompetence in school.
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28 Jul 08
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27 Jul 08
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24 Jul 08
Graham WegnerInteresting article about practical implications of a 1-1 program
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23 Jul 08
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I also began to resent how much more information was "creeping" into my teaching world.
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I was also frustrated over how staff spent time together.
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I was upset by the invasion of my teaching time; a great deal of my time and energy was now spent sitting in front of my computer.
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My very first reservations about my new role as a teacher came prior to the start of the school year, in our summer staff training days.
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One of my fears about our preoccupation with technology in education goes beyond my frustration over time, trust, and hardship. I wonder if, by creating a culture that emphasizes one person alone with one machine, we are negatively altering the way that we think and learn.
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I am also starting to wonder whether, by absorbing vast amounts of new information through new technologies, there are long-term social costs if we emphasize simply collecting data over problem-solving and analytical thinking.
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money for teacher planning to integrate curriculum or to create a school-based family resource center.
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I am also uncomfortable with the mass commercialism our relationship with technology promotes.
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Yvonne MurtaghThe Laptops Are Coming! The Laptops Are Coming! - Rethinking Schools Online Volume 22 No. 4 - Summer 2008
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22 Jul 08
Jeff JohnsonWhat I am learning from my school's infatuation with computers
When I first learned that all of my students were getting laptops, I thought it was an educator's dream come true. One year later, I look at the situation differently. Like many progressive educators, I have regarded computers and other technology in schools as important tools to help students understand the world around them. I also hoped that providing all students with laptops would address the digital divide. But after an exhausting year, I have learned that before adopting the technology on a wide scale, it is essential for schools to first consider the potential promises and perils of using technology in the classroom. I believe that social justice educators must ask ourselves and our schools: What are the ethics and power structures involved in using a technology, and how do we create a learning environment to discuss and track the impact of technology on the cognitive, social and emotional development of both students and educators.rethinking educators education technology laptops one-to-one
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Tom BarrettInteresting article about practical implications of a 1-1 program
1:1 education teaching technology laptops for:kristianstill for:wegner
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Chris BetcherWhat I am learning from my school's infatuation with computers
articles computer education laptop teaching edtech for:sirchriss
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18 Jun 08
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14 Jun 08
Tami BrassInteresting article about practical implications of a 1-1 program; I need to think about the points made here
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At first, I thought it was the fatigue and "creep" factor. I know how exhausting it can be to learn another language as an adult, and in many ways, the technology integration process felt similar to language immersion. I also began to resent how much more information was "creeping" into my teaching world. Most forms of communication from the district were now in electronic form, with a huge number of attachments entering my computer daily. The expectation was that I read and respond to the information, and that if I didn't, I didn't care.
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Staff development, already a precious and rare commodity, was now almost exclusively about technology.
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Now, whenever the computer lids opened, I had to re-establish boundaries, reiterating warnings on proper usage. I constantly monitored student behavior related to laptop use, becoming distracted from the content—but most importantly, becoming distracted from my relationship with students.
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13 Jun 08
Sheryl A. McCoyArticle from Rethinking Schools examines the use of laptops in school. She writes ,"I also believe it is vital to discuss ways in which people have used technology to create a more just world."
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believe that social justice educators must ask ourselves and our schools: What are the ethics and power structures involved in using a technology, and how do we create a learning environment to discuss and track the impact of technology on the cognitive, social and emotional development of both students and educators.
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Emily VickeryArticle from Rethinking Schools examines the use of laptops in school. She writes ,"I also believe it is vital to discuss ways in which people have used technology to create a more just world."
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believe that social justice educators must ask ourselves and our schools: What are the ethics and power structures involved in using a technology, and how do we create a learning environment to discuss and track the impact of technology on the cognitive, social and emotional development of both students and educators.
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12 Jun 08
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10 Jun 08
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