The use of computers in the workplace made it inevitable that learning about computers, and on computers would become important in learning institutions. The last decade has seen an influx of available learning software. In the right hands this technology can be a powerful learning tool. Numerous data suggests that moderate and focused computer usage in classrooms may lead to measureable improvements in math and reading skills. Computer literacy skills will allow students to explore more opportunities when entering the workforce than if they had learned none.
Where the debate necessarily begins is whether or not the computer as a tool is as essential to the learning process as its proponents would argue. While moderate use has been shown to have a positive correlation to learning outcomes, excessive use has shown a negative correlation to outcomes. Some writers have argued that the phrase "information is power" has been taken too literally, creating an illusion that computers in school automatically mean a better education. To illustrate the problem, Todd Oppenheimer found polling results showing teachers rating computer skills and media and technology as more important than the study of the sciences, history; than dealing with social problems such as drugs and family breakdown, than learning practical job skills, and than reading modern American writers. Are teachers subconsciously trading their role as teachers for roles as job trainers?
There is undoubtedly immense pressure for curriculum to reflect and prepare students for a changing workplace. But what will that workplace look like in ten years? Will our reliance on computers actually remove most of us from the workplace? Has that process not begun some time ago? With the exponential rate of technological growth, how is it we can know what the workplace will look like? Will our computer knowledge be relevant or will voice activated command and advances in artificial intelligence mean our skills are obsolete before we even enter the workforce?
Both sides of the debate will concede that a computer's effectiveness in learning depends on a teacher's computer literacy and the choices they make in regards to software selection and integration. However other issues still remain. Teachers have noted that the volume of material available through computers often exceeds their ability to evaluate it. The use of computers at home may be out of context with no opportunity for the teacher to consider its implications. Furthermore, in mediating, parents may not have the skills to assist their children with some problems while evaluating computer materials and relating them to real world experiences. Here it has been argued that computers provide imperfect simulations of real world complexities, creating scenarios of experiential impoverishment. Part of the problem is that computers and technology can reflect a form of cultural imperialism, where the technology may erode existing values and replace them with those of more dominant groups or individuals. The problem is amplified when we consider breakdowns of opportunities outside of the classroom that reflect socio-economic status.
The debate grows strong where governmental initiatives demand an increase in computer learning and aim to decrease the student-to-computer ratio. Under numerous funding structures what often happens is other programs in music, arts, shop classes, or field trips are eliminated. Teachers continue to lose jobs to computer purchases and maintenance rather than training to more efficiently utilize existing resources. Computers also have the ability to create a myriad of health problems, both physical and social. These range from exposure to age inappropriate material manifesting itself in undesireable behaviour, to addiction, to social isolation, to a decrease in physical activity and active play. Health issues commonly encountered include back pain, wrist pain, and eye soreness.
While many of these debates are far from being conclusive, there still exists enough data to suggest we continue to question our approach to technology in the classroom. What is clear is that the teacher's role is immensely important, and that his/her decisions will determine student outcomes. They need support. We must also look seriously at the use of technology as an enhancement tool rather than a means to an end. As a means to an end we substitute learning for training for a workplace that often devalues learning and emphasizes specific application for efficiency and profit. Are our schools simply meant to be training grounds for the corporate world? In order to maintain a balanced and healthy society with an emphasis on lifelong learning schools must provide the model and not the workplace.
References
- Ensslin, John C., (2003). [Rocky Mountain News]. Retrieved Oct. 24th, 2008 from www.highbeam.com/doc/1g1-110446564.html
- Hafner, Katie., (2000). Schools & Computers: Debate Heats Up. [NY Times]. Retrieved Oct. 24th, 2008 from http://query.nytimes.com/gst//fullpage.html?res=9C05E7D91E3DF9361935753\C1199669C8B63
- Keith, Kimberly L., (ND). Do Computer Belong in the Classroom?. [About.com: K-6 Children]. Retrieved Oct. 24th, 2008 from http://childparenting.about.com/cs/K6education/a/compclassroom.htm
- Mintz, David., (1997). Debate Over Computers Keeps Educators Honest. Retrieved Oct. 24th, 2008 from www.techlearning.com/db_area/archives/WCE/archives/mintz.php
- Oppenheimer, Todd., (1997). [The Computer Delusion]. Retrieved Oct. 24th, 2008 from www.tnellen.com/ted/tclcomputer.htm
- Russell, Glenn., (2001). Computer Mediated School Education and the Web. [First Monday]. Retrieved Oct. 24th, 2008 from www.firstmonday.org/ISSUES/issue6_11/index.html
- Schofield, Janet., (ND). Computers in the Classroom Social Processes. [Sage Journals Online]. Retrieved Oct. 25th, 2008 from http://sagepub.com/cgi/content/abstract/15/1/27
- Zwaagstra, Michael., (2008). Computers in the Classroom: Technology Overboard. Retrieved Oct.25th, 2008 from www.fcpp.org/images/publications/FB054%20Computers%20in%20the%20Classroomfinal.pdf
