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Temple University Center for Research
in Human Development and Education |
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Based on
more than 10 years of direct classroom involvement and
extensive discussions with educational technology
specialists, recurring patterns that might be found in-but
not exclusive to-low-performing schools in which technology
falls short of unleashing the medium's full learning
potential has been observed. For example, in a classroom
where traditional, teacher-centered methods are employed, if
technology is used at all, it is used as a tool to
complement the existing approach to teaching. Rather than
being used to engage students in problem and inquiry-based
methods, the use of computers is an activity that sits at
the fringes of routine class work. Although more teachers
have been successful in adopting computers as tools for
their own use, the transition to the use of productivity
tools and the Internet by students to engage in project and
inquiry-based learning has been slower to develop. A glance
into many classrooms around the country would reveal scenes
of technology being used.
to support
traditional lecture-style lessons as a visual aid;
to locate (from the Internet) or produce materials (e.g.,
worksheets, tests, and quizzes) that were traditionally
obtained from books and teacher resource materials;
to do "just-in-time" research to unknown questions;
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to create a "change of pace" from the "usual routine";
to "reward" those who have performed well;
to pacify those who misbehave,
to entertain through games, music, information about
favorite entertainment and sports celebrities, including
photos, lyrics, and bios;
to occupy time for those last few minutes before lunch, at
the end of the day, or at the end of the year; and
to "teach" the students about basic concepts and skills,
give them the opportunity to practice, and then test the
knowledge gained through a series of test-like (multiple
choice) questions.
In schools and-to a larger extent-districts where outmoded
and institutionalized systems are deeply rooted, technology
is perceived as something exotic and rarely viewed as part
of relevant and engaging learning environments. For example,
the computer lab is viewed as a place where students are
"dropped-off" to learn word-processing and typing or simply
to play games. Use of computers falls within the realm or
subject area of "Computers," as in, "I'm taking my kids to
Computers now." One can easily substitute "Computers" with
other peripheral subjects such as physical education, music,
or art. Rarely does the teacher stay to assist, as the time
is usually set aside for a prep period, and seldom does a
teacher collaborate with the computer teacher to add a
technology component to existing class projects and work.
When students are asked about how they view the use of
computers and the Internet in their schools, their
observations are instructive. The Pew Internet & American
Life Project interviewed a sample of middle- and high-school
students from 36 schools about their behaviors and views on
the Internet and the role it plays in their lives and
schooling. Students reported that a majority of their online
time was spent doing schoolwork and described dozens of ways
they use the Internet to help them do it. Unfortunately,
almost all of these uses were done outside their classrooms
and during their own time. The study characterized these
uses into five categories including the Internet as virtual
textbook and reference library; virtual tutor and study
shortcut; virtual study group; virtual guidance counselor;
and virtual locker, backpack, and notebook.
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