Concern Surrounding Technology
Thomas J. Brown
Westside Middle School - Whitfield County, Georgia

The ever increasing use of technology in our society as a means of communication, a channel for marketing, and tool of education is a force which is rapidly shaping and redefining the world in which we live. Many possibilities now exist which were unheard of just a few years ago. The advent and wide acceptance of the World Wide Web enables one to access volumes of information, earn graduate degrees on-line, submit mortgage applications, procure countless goods and services, and communicate instantaneously on a global basis. The increased use of technology in education is accompanied by concerns about technology's role in education.

The use of technology in education has already proven beneficial to teachers. The ability to generate tests from banks of questions on a disk, simplification of record keeping, varied presentation of material through power point presentations, and access to an excellent information base through the Internet are but a few advantages to teachers. These are easily recognized benefits, but less obvious are the effects that technology has on student achievement. One study by the Center for Applied Special Technology has shown that students with on-line access scored higher in the areas of information management, communication, and the presentation of ideas. According to one article the use of instructional technology offers great promise in helping "students become independent, critical thinkers, able to find information, organize and evaluate it, and then effectively express their new knowledge and ideas in compelling ways" (CAST, 2000).

In the CAST study the results revealed that students using on-line communication became more confident carrying out and presenting a research project over the course of the study. The students utilizing technology also demonstrated greater abilities in presenting their work, stating a research topic/issue more clearly, presenting a full picture of their topic, bringing together different views, and completion of their project.

The use of technology has also been beneficial for individuals with disabilities. I have personal knowledge of a young man with A.L.S. who slowly lost his ability to communicate verbally and used the computer as a communication tool. Later as the disease progressed he utilized additional technology which allowed him to use his eye movement as a type of input device. Other adaptations to computers can be made that accommodate various special needs, such as voice recognition.

Among the concerns associated with instructional technology is that of commitment. Commitment includes the support of many and financial resources. Are school systems (and taxpayers) willing to fully fund an effective technology program within each school? Are system and building supervisory personnel willing to provide teacher training? Are teachers willing to utilize technology as an instructional tool and/or delivery method? Do teachers know how to use technology to complement teaching? Are established standards available pertaining to security issues, quality of instruction, and delivery (hardware/software)?

The financial support of technology is crucial to its success as an instructional tool. However, this support goes beyond just the purchase of computers, wire, and software. Monies should be designated for ongoing training of teachers in the use of technology as well as basic computer literacy. Technology in the schools typically requires support personnel. Many systems in Georgia have full time "tech specialists" whose primary function is to make sure that everything is operating smoothly. A lack of commitment for funding and on going support will cripple attempts to successfully integrate technology into the classroom.

Many teachers, when they receive their classroom computer often have no idea of how to incorporate it into the instructional process. The computers may have bells and whistles galore, but there may not be any guidance as to how it should be used. Although in-service sessions of how to operate a computer or use a particular program are beneficial, such training does not necessarily impact instructional practices.

Another concern regarding the use of instructional technology is the establishment of standards and guidelines. These standards might include district policy regarding the security of the system, Internet filters to prevent student access to illicit/inappropriate material, curricular objectives, and types of delivery. I fear that many schools and districts are a patchwork quilt of different operating systems, software packages, and policies. As with any aspect of education technology should be managed and consistent.

Electronic tools and resources can complement and enhance traditional instruction techniques if utilized correctly. Computers in a classroom do not guarantee that there will be greater academic achievement. Many computers seem to serve only as expensive typewriters or as a reward for student behavior (free time to play games). There has been in my opinion, too much emphasis on getting computers into the classroom and not enough on how to utilize them effectively for instruction. As teachers seek to integrate technology into their teaching practices, several questions should be considered.

Ø Does the necessary equipment exist in the classroom or is there access to special classrooms? It is difficult to integrate technology when inadequacies exist. For the first six weeks of the school year 2000-2001 I had a questionable older model Apple. Then I received a new Dell, but I had no printer until the last quarter of the school year. My classroom is one of the five remaining classrooms still without Internet access. In my classes the integration of technology requires my students to use the four available computer units in the media center.
Ø Does the teacher possess enough technological literacy to utilize the technology available? Many teachers are highly skilled in computer technology, but others are intimidated or unfamiliar with technology.

Ø Can needs of special needs children be met or accommodated? These needs include physical, mental, and learning disabilities. (What do you do with the child whose seizures are triggered by the bright images of computer screens?)

Ø How can a teacher help students to become critical consumers of Internet material? After all there is no litmus test of quality for Web sites. Many students may not realize the difference between a quality resource and one that is heavily biased or contains questionable interpretations of information.

Ø Do students have a clear understanding of the ground rules for the use of technology, particularly use of the Internet? Does an official school or district policy exist? Are there filters to eliminate or reduce offensive and inappropriate material?

Ø Has the lesson been well constructed so that technology complements instruction? The utilization of technology should be supportive of learning and not just a meaningless exercise. Students should also possess some prior knowledge. For example students should have some understanding of the research process before using online sources for research

Ø Do students understand the nature of the assignment and the how they will be evaluated? As with any instruction students should know the learning objectives and how their efforts will be evaluated.

As technology becomes a greater part of our world, it will increasingly play a more central role in education. Regardless of one's feelings about the information and communication revolution, computers and technology are a part of our lives. Educators should be able utilize these powerful tools to enhance student learning and achievement.

Center for Applied Special Technology, (2000). Role of Online Communications in Schools. Available On-line: www.cast.org/udl.