Thursday, February 12, 2004

1. As Cuban points out, asking whether computers should be used in the classroom is just as important as asking the how they will be used. This question is overlooked in the push for more technology in schools. How integrated or part of the lesson plan should computers become? Should there be more integration or interaction beyond a lab that teaches basic computer literacy? A lab would be one means to ensure equal access and use. Throughout my educational experience other forms of media were commonplace. Even in elementary school, we were able to use computers in our lab. While we mostly played games and it was run by a volunteer, it was a basic introduction that gave us more familiarity and a higher comfort level in using computers. What were your experiences?

2. I found the attitude of the head teacher at Highfields to be shocking (page 304). I guess I always took it for granted that it is the responsibility of schools to counter and try and remedy such inequalities. If teachers have such restricted thinking how are they going to produce well-rounded children? Aren’t teachers social engineers who help shape our youth?

3. Why is there a tendency to see technology in a positive light and as a modern liberating force that all should be embraced? Change is hard, so why assume that it will make training or education more effective, efficient, etc.? I like how the British study points out that the public policy discourse as been concerned only with access and does not recognize that there is a social factor present, which involves the children, teachers, and schools. Access does not equate use by all children because children view, adopt, or reject the technology in different ways. Why is technology viewed in this isolation?

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