Applying Computer Technology in the Elementary Classroom: Is It Really Necessary?

Applying Computer Technology in the

Elementary Classroom:

Is It Really Necessary?

Computer technology is not being adequately implemented in elementary schools. Thus, teachers and administrators have not given the necessary importance to computer literacy and technology in the

classroom. Both, teachers and administrators, are doubtful in

implementing computer technology in the classroom for various reasons. Teachers and administrators ignore the multiplicity of uses of the

computer in the classroom, as well as its advantages in education. Identification of the Issue:

Should computer technology be implemented and incorporated in the elementary school curriculum, or does it represent more of a burden to education?

Overview:

Ignorance prevails among school personnel in regards to computer technology, including its impact on daily life, its advantages in education, and its importance in today’s workforce. As advances in technology rush through time, we are able to find computer technology as an accessible medium in elementary education. However, teachers and administrators perceive this advantage as more of a disadvantage. Now it is becoming

necessary to educate teachers in computer literacy and its applications, as a follow-up to the breakthrough of computer access and its possibilities in education. “The most widely feared prediction surrounding the digital revolution is that it will splinter society into a race of information haves and have-nots, knowers and know-nots, doers and do-nots -- a digital divide.” ( Tapscott, Don, 1998).

Assumptions:

Training all teachers in computer literacy and its advantages in education is an expensive and unnecessary use of funds. Elementary students are still not prepared to handle a computer and its applications. Computers are too complicated to use in the elementary classroom, and there is no time to lose in trying to figure them out. As the integration of computers in the classroom gradually increases, teachers will eventually be replaced by these “machines”. Computers prevent people from doing things themselves and will only create generations of lazy students. Arguments For:

Although there are no research-based studies to support the use of computer technology in elementary education, the following statements provide valid reasons to support the use of technology in education:

• “There is a scarcity of technology-educated workers in corporations due to the technology gap in schools today.” (Bybee, Rodger W., 2003. Improving Technology Education).

• “What we know for certain is that children without access to the new media will be developmentally disadvantaged.” (Tapscott, Don, 1998. Growing up Digital: The Rise of the Net Generation).

• “When children control their media, rather than passively observe, they develop faster.” (Tapscott, Don, 1998. Growing up Digital: The Rise of the Net Generation).

• “Teachers must update their knowledge according to the changes in education in order to improve their effectiveness.” (Charp, Sylvia, 2002. Changes to Traditional Teaching).

• “If schools do not apply the changes in the outside world quickly, they are likely to be replaced by more responsive institutions.” (McLester, Susan, 2002. The Politics of Education).

• “The use of technology in the classroom has become an effective tool in personalized education and is now more accessible to the student population through its use in the classroom.” (Gardener, Howard, 2000. Technology Remakes the Schools).

• Computer technology represents a resource for information and communication as quick and simple as “the touch of a button”. (Hawkins, Jan, 1997. The World at your Fingertips).

• “Today’s youth must be educated to prepare for the changes that will affect their future lives.” (Jossey-Bass, 2002. Edutopia: Success Stories for Learning in the Digital Age).

Arguments Against:

Those that do not support the use of computer technology in elementary education express the following:

• “There is no concrete proof that technology in the classroom helps teach students.” (Mills, S.C. & Tincher, R.C., 2003. Be the

Technology: A Developmental Model for Evaluating Technology Integration).

• “Educators are not as updated in technology as are their students.” (The Milken Exchange and the International Society for Technology in Education (ISTE), 1999. WillNew Teachers Be Prepared To Teach In A Digital Age?).

• “The implementation of computer technology into the school curriculum without adequately prepared teachers will likely lead to failure.” (The Milken Exchange and the International Society for Technology in Education (ISTE), 1999. WillNew Teachers Be Prepared To Teach In A Digital Age?).

• “Software designed for education focuses more on entertaining students other than emphasizing the quality of learning.” (Becker,

H. J., Ravitz, J. L., Riel, M., & Wong, Y., 1999. Teacher and Teacher-Directed Student Use of Computers and Software).

• “Continuous use of the computer is a proven cause for various health problems, such as neck and back strain, problems with vision, and carpal tunnel syndrome.” (Becker, H. J., Ravitz, J. L., Riel, M., & Wong, Y., 1999. Teacher and Teacher-Directed Student Use of Computers and Software).

• “The frequent use of computers represents a lack of activity and exercise, which is an important aspect of healthy development in children, and may in fact add to the causes of the growing obese population throughout the world.” (Johnson, Dan, 2000. Living Faster and Faster).

Analysis of the Validity of Arguments:

As the digital economy continues to emerge, the computer is impacting the very essence of American life as we know it. The current American workforce may be employed in jobs that require a high level of technical skills, familiarity with new technologies, or the capability of being networked with their co-workers. Or, perhaps, the worker remains at home and performs his/her responsibilities via online communication links. According to the U.S. Department of Commerce, the Internet alone has revolutionized the way Americans communicate, purchase goods, attain information, and obtain services, and computer technologies pervade

almost every aspect of our daily existence. However, computers have yet to make a major impact upon the way our students learn in American classrooms today (Curtis, Diane, 2004), and many teachers believe that, although they possess more skills and personally use technology more than in the past, they are still unprepared to effectively integrate

instructional technology into their daily teaching practices (Becker, H. J., Ravitz, J. L., Riel, M., & Wong, Y., 1999).

The International Society for Technology in Education (ISTE) and the National Council for Accreditation of Teacher Education (NCATE) are currently involved in the establishment and proliferation of national

technology standards for students and teachers. Furthermore, according to the International Data Corp., e-learning will overtake classroom-based instruction as the primary method by 2004. This is not exactly the case today. In fact, current research attributes the reality that computer technology has had little impact upon student education to several external forces influencing teachers and the choices they make in their preparation of daily instruction (Charp, Sylvia, 2002). First, classroom access to computers has served as a barrier to the daily use of computers within the daily instruction in elementary classrooms that I observed. Secondly, traditional teaching methods utilized computer technology as a means of instructional delivery, rather than tools to support student-centered, real world teaching contexts. How can educators develop the

minds of young children without allowing them an opportunity to interact in groups? In order for instruction to be delivered effectively via computer technology, educators must be prepared to focus on the student and provide meaningful scenarios to enhance the learning process.

In today’s society, problem-solvers, critical thinkers, and decision-makers are in high demand. This is why teachers need to emphasize, early in a child’s education, the importance of computer technology.

Moreover, teachers must integrate computer technology and introduce it in a meaningful way to students.

According experts in the field of technology, they state that…

• “…new and imaginative approaches will have to be developed if youths are to be prepared for the rapidly changing roles they can expect to assume.” (Gardener, Howard, 2000).

Values Emphasized and Compromised:

Those who favor computer technology in the classroom emphasize the values of keeping up with the changes in the world in order to educate and prepare students for their futures. They are aware that computer technology in the elementary classroom promotes independence,

creativity, exploration, engaged learning, and productivity. In addition, they emphasize the value of recognizing it as an effective instructional tool for obtaining a higher-order level of education. Moreover, teachers are willing

to use technology-based activities as a part of their students' everyday learning activities, as well as a part of their everyday teaching activities.

On the other hand, those that oppose computer technology in the classroom believe that the instructor’s role is compromised. These

teachers will use computer technology as an instructional delivery system rather than as a learning tool.

Personal Position:

I believe that computer technology has quickly expanded

throughout the world, and it now plays a crucial role in every-day life in more than one aspect. Thus, the use of computer technology in

education, starting at the elementary level, has become a need for today’s student population. Our students must be prepared for the speedy

advances in technology that will someday place them in a completely different context than they live in even today. It is my hope that more educators express a commitment to using technology on a daily basis with their students and within their instruction. In addition, I would anticipate that their reasons for this commitment develop from their belief that activities that incorporate technology provide a motivational component that other activities lack and provide resources available on a wide scale. While there are many new teachers entering this profession eager to integrate innovative ideas to include the use of technology in their

teaching, there are still many others who are resistant to change. The latter, in my opinion, should retire!

Suggestions for Problem Solutions:

In order to enhance students’ learning at an early age, I propose the following:

1. Both sides of the argument must keep an open mind to the

stated facts and opinions on the implementation of computer technology in elementary classrooms.

2. Administrators must admit to the importance of computer technology throughout the world, and the unquestionable need to offer computer training and support, in order to promote effective teaching strategies and the value of this change in education.

3. Teachers, parents, and administrators must inform themselves about the recorded effects of computer technology in education, its many useful applications, and what they should be prepared to expect within their classroom with these changes.

4. Teachers should refrain from using computer technology simply as an instructional delivery system, but use it as a learning tool for

learners’ sakes.

5. Experienced teachers should model successful uses of computer technology integration.

6. Establish a computer technology mentorship program to provide continued support to those in need of assistance.

7. Provide a Instructional Technology coordinator at each campus to assist with the maintenance of technical support.

8. Technology training should provide a component within the training that allows modeling of a variety of methods, activities,

collaborations, projects, and other examples of technologically-enhanced lesson designs and classroom management techniques that broaden teacher exposure to thinking about how technology is used in the classroom as a tool.

References

Armstrong, Sara (2001). Turning the Tables – Students Teach Teachers. Retrieved 5-1-04 from the World Wide Web:

http://www.glef.org/php/article.php?id=Art_797&key=239.

Becker, H. J., Ravitz, J. L., Riel, M., & Wong, Y. (1999). Teacher and Teacher-Directed Student Use of Computers and Software,

Department of Education, University of California. Retrieved 4-28-04 from the World Wide Web: http://www.crito.uci.edu/tlc/findings/computeruse/.

Bybee, Rodger W. (2003). Improving Technology Education: Understanding reform--assuming responsibility: actions by many

individuals and diverse organizations are needed if meaningful and lasting changes are to occur. The Technology Teacher (62.8), 22. Retrieved 4-24-04 from Academic Search Premier database.

Charp, Sylvia (2002). Changes to Traditional Teaching. T H E Journal (Technological Horizons In Education)(29.10), 10(2). Retrieved 4-24-04 from Academic Search Premier database.

Curtis, Diane (2004), From Hula to High Tech. Retrieved 4-18-04 from the World Wide Web:

http://www.glef.org/php/article.php?id=Art_1126&key=137.

Gardener, Howard (2000). Technology Remakes the Schools. The Futurist, (34.2), 30. Retrieved 4-24-04 from Academic Search Premier database.

GLEF Staff (2001), The Power of Preparation. Retrieved 4-18-04 from the World Wide Web:

http://www.glef.org/php/article.php?id=Art_789&key=039.

Hawkins, Jan (1997). The World at your Fingertips. Retrieved 4-18-04 from the World Wide Web:

http://www.glef.org/php/article.php?id=Art_307&key=137.

Johnson, Dan (2000). Living Faster and Faster. The Futurist (34.2), 18. Retrieved 4-24-04 from Academic Search Premier database.

Jossey-Bass (2002). Edutopia: Success Stories for Learning in the Digital Age. The George Lucas Educational Foundation. Retrieved 4-28-04 from the World Wide Web: http://www.glef.org/products/edbook.php.

McLester, Susan (2002). The Politics of Education. Technology & Learning, (23.3), 4(1). Retrieved 4-24-04 from Academic Search Premier database.

Mills, S.C. & Tincher, R.C. (2003). Be the Technology: A

Developmental Model for Evaluating Technology Integration. Journal of Research on Technology in Education(35.3),382. Retrieved 4-24-04 from Academic Search Premier database.

Photo JPG & GIF Picture Finders -- Yahoo, AltaVista, Google, NASA Image Exchange, Ditto & Lycos (2004). Retrieved 5-3-04 from the World Wide Web: http://images.langenberg.com/.

The Milken Exchange and the International Society for Technology in Education (ISTE) (1999). Will New Teachers Be Prepared To Teach In A Digital Age?. Retrieved 4-19-04 from the World Wide Web: