Tech Directions - October 2007 - (Page 24)

Computer Use in Schools Computers can provide access to information, and their use can encourage students to both explore and create. As a result, schools have spent a great deal of money purchasing computers for student use. As Peck, Cuban, and Kirkpatrick (2002) reported, “the national student-to-computer ratio has decreased from 92 students per computer in 1983–1984 to 27 in 1988–1989 to just under 6 students per computer in 1999” (paragraph 9). As Johnson (2000) reported, “between September 1984 and September 1997 alone, the number of computers in America’s K–12 schools increased eleven-fold to more than 8 million units” (p. 1). Computers are so prevalent in modern society in general that most households now have them. According to Rockman (2000), more than half of U.S. households have Internet access, and most families with children in school have computers. Practically all schools in the United States have computers and are connected to the Internet. But while schools have purchased additional computers, they may not be using the machines to most effectively support learning. As Rockman (2000) reported, “[J]ust because technologies of various kinds are present in schools, does not mean that students actually can and do use them. Mere presence is not sufficient” (paragraph 18). In some instances, computers may actually distract from education in school settings. The failure of schools to most effectively use computers may in part arise from providing educators with inadequate computer training. As Kleiman (2000) reported, “[T]eachers have not received adequate training and support for integrating technology into the core of day-to-day classroom instruction, so computers are used around the edges of the class’s main work—for example, to reward students who complete their work quickly, to provide drills for students who 30 percent recommended by the U.S. Department of Education—a situation that hinders computer assisted learning in schools. To complicate the matter further, teachers often lack the software they need. As Kleiman (2000) reported, “teachers often don’t have software that supports major curriculum goals, is consistent with their approaches to teaching, and is well designed for classroom use. While much good educational software has been developed, finding and obtaining what you need to run on the computers you have, and to fit into your curriculum, remains difficult in many cases” (paragraph 8). A possible reason for this is that searching for the right software takes quite a bit of time. Few states have established clearinghouses to rate software for how well it supports state education standards. Also, schools often lack good software because they have spent so much money on computer hardware. Schools that have computer literate teachers, working computers, and educational software still may not use computers most effectively. According to ACT News (2004), teachers often use computers for basic isolated tasks such as mathematics practice or word processing. Peck and others (2002) note that teachers mostly use technology for lecture, class discussion, textbookbased assignments, and factual transmission. We have failed to integrate computers fully into the teaching and learning process. Schools could improve the use of technology by offering increased professional training, effective models, well-maintained computers—and appropriate software. “While much good educational software has been developed, finding what you need to run on the computers you have, and to fit into your curriculum, remains difficult in many cases.” are struggling with specific skills, or for occasional special activities. While these uses are beneficial, they don’t justify the size of the investment” (paragraph 7). Teachers who do receive training may still not be fully prepared to integrate computers into the classroom effectively. As MacPherson (2000) reported, “[A] 1998 study by the National Center for Education Statistics found that only one teacher in five felt “very well prepared” to integrate the computer into their curriculum. Another 37 percent said they were ‘moderately well prepared’ to do so, 34 percent were ‘somewhat prepared,’ and 9 percent were ‘not at all prepared’” (paragraph 11). Schools need to spend money on the initial purchase of computers and then allocate money for training. Unfortunately, according to MacPherson (2000), school districts spend an average of 9 percent of their technology budgets on training, which is less than the 24 techdirections ◆ OCTOBER 2007

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Tech Directions - October 2007 Technically Speaking Contents Direct from Washington The News Report Technology Today Technology’s Past Mastering Computers Rock Your Classroom!—Use Subwoofers to Teach Electricity and Science Sure, They Can Build It, But. . . . Manufacturing Students Need Process Planning Skills Teach Graphic Design Basics with PowerPoint Free Teacher Resources Product Central More than Fun

Tech Directions - October 2007

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