As I have talked with various people - friends, family, etc. - about my work, I have noticed that the popular conception of technology in the classroom revolves around two things: electronic textbooks, and students isolated behind a computer screen (probably playing games). But neither of these is what is really going on.
What about e-textbooks? Well, on the level in which I work (kindergarten through high school), there are very few electronic textbooks available, especially from a Christian perspective, so it is often not an option. For those books that are available in electronic form, we still have financial considerations. For example, when our school purchases a textbook, we expect it to last 4-5 years, meaning a book that costs $80 (which includes most high school books) actually works out to $20 a year. But most e-textbooks are provided only on a one-year, one-student license - we have to pay for the e-book each year for each student (we can't transfer an e-book license from one student to another student next year). So if the e-book costs $40, it initially looks like it's half the cost of the printed copy. But over 4 years we end up paying $160 for that book - twice what we would pay for the printed book. In addition, e-books are a bit more difficult to navigate than hard copies. However, students generally can take notes in their e-books, which they should not do in hard copies. There are advantages and disadvantages, but for now we are not using e-books in any significant way, other than for supplemental books - for example, works of literature.
Now to the thought of students isolated in cubicles with their computer. This is definitely not what is happening in classroom technology. In fact, teachers and technology coordinators work hard to avoid this. When technology is used appropriately, it actually enhances interaction with others.
Let me give an example from my school. One thing which high school English teachers try to achieve is a classroom atmosphere of discussion and interaction. Students read some work of literature (Macbeth, The Scarlet Letter, etc.) and then discuss it in class - maybe thinking about character development, the worldview of the author, plot devices, or other elements of literature. But what most often happens is that, when there is student discussion, a few students dominate the discussion. That is either the very bright students, or the very talkative (but ignorant) ones. The more quiet, shy students don't speak up, nor do the students who might not be as quick with their thoughts as others, nor do the more thoughtful students who need some time to process their insights. It's difficult to get all the students engaged in profitable back-and-forth class discussion.
One of our English teachers used a very simple website (todaysmeet.com), which basically sets up a private Twitter-like feed for the class. Students log in to the online site and then respond to questions the teacher poses as well as to other students. The teacher found that all the students were engaged in the discussion - the quiet students were able to give their thoughts without needing to verbally "expose" themselves publicly. The students who need a few seconds to process their thoughts could do so. And the teacher found that all the students were more thoughtful and insightful in their contributions, and were better able to critique each other's ideas. Teens really don't want to tell each other they're wrong or criticize each other (at least to their face), but the online setting allows students to say things like "I don't think you saw this point in the text..."
So what happened? The students used technology, not to isolate themselves, but to engage with each other in a more meaningful way than they had previously. And when the students were engaged in this way, they were not playing games, checking on Facebook, or watching cat videos on YouTube.
What's my point? Classroom technology, when it is used the right way, doesn't detract from real learning or from interpersonal relations, but actually promotes them. Yes, it takes time for students to learn how to do this, and it takes time (and effort) for teachers to use it effectively. But I believe the benefits are well worth it. Technology is a very valuable tool which can make good teachers even better at engaging students.
What about e-textbooks? Well, on the level in which I work (kindergarten through high school), there are very few electronic textbooks available, especially from a Christian perspective, so it is often not an option. For those books that are available in electronic form, we still have financial considerations. For example, when our school purchases a textbook, we expect it to last 4-5 years, meaning a book that costs $80 (which includes most high school books) actually works out to $20 a year. But most e-textbooks are provided only on a one-year, one-student license - we have to pay for the e-book each year for each student (we can't transfer an e-book license from one student to another student next year). So if the e-book costs $40, it initially looks like it's half the cost of the printed copy. But over 4 years we end up paying $160 for that book - twice what we would pay for the printed book. In addition, e-books are a bit more difficult to navigate than hard copies. However, students generally can take notes in their e-books, which they should not do in hard copies. There are advantages and disadvantages, but for now we are not using e-books in any significant way, other than for supplemental books - for example, works of literature.
Now to the thought of students isolated in cubicles with their computer. This is definitely not what is happening in classroom technology. In fact, teachers and technology coordinators work hard to avoid this. When technology is used appropriately, it actually enhances interaction with others.
Let me give an example from my school. One thing which high school English teachers try to achieve is a classroom atmosphere of discussion and interaction. Students read some work of literature (Macbeth, The Scarlet Letter, etc.) and then discuss it in class - maybe thinking about character development, the worldview of the author, plot devices, or other elements of literature. But what most often happens is that, when there is student discussion, a few students dominate the discussion. That is either the very bright students, or the very talkative (but ignorant) ones. The more quiet, shy students don't speak up, nor do the students who might not be as quick with their thoughts as others, nor do the more thoughtful students who need some time to process their insights. It's difficult to get all the students engaged in profitable back-and-forth class discussion.
One of our English teachers used a very simple website (todaysmeet.com), which basically sets up a private Twitter-like feed for the class. Students log in to the online site and then respond to questions the teacher poses as well as to other students. The teacher found that all the students were engaged in the discussion - the quiet students were able to give their thoughts without needing to verbally "expose" themselves publicly. The students who need a few seconds to process their thoughts could do so. And the teacher found that all the students were more thoughtful and insightful in their contributions, and were better able to critique each other's ideas. Teens really don't want to tell each other they're wrong or criticize each other (at least to their face), but the online setting allows students to say things like "I don't think you saw this point in the text..."
So what happened? The students used technology, not to isolate themselves, but to engage with each other in a more meaningful way than they had previously. And when the students were engaged in this way, they were not playing games, checking on Facebook, or watching cat videos on YouTube.
What's my point? Classroom technology, when it is used the right way, doesn't detract from real learning or from interpersonal relations, but actually promotes them. Yes, it takes time for students to learn how to do this, and it takes time (and effort) for teachers to use it effectively. But I believe the benefits are well worth it. Technology is a very valuable tool which can make good teachers even better at engaging students.