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Instruction
By Lynne Schrum
This week, in an Education World "edu-torial," Lynne Schrum
presents her personal perspective on the ways in which
technology can enhance learning -- and calls on educators to take
a leadership role in determining the ways in which technology is
used to support educational goals.
Lynne Schrum, past president of the International Society for
Technology in Education (ISTE), is an associate professor in the
department of instructional technology at the University of Georgia.
Her research, teachings, and writings focus on issues related to
distance education, specifically online learning. Schrum also
investigates the uses of technology in K-12 environments and identifies
ways to support educators in the effort.
We're all familiar with the extravagant promises of technology: It will
make our students smarter -- and it will do it faster and cheaper than
ever before. Moreover, the promise suggests, this miracle will occur
almost by osmosis. We need only place a computer in a room, stand
back, and watch the magic take place. If only life were that simple and
learning that easy!
Those of us who remember the 1980s, when computers were first
making their way into our classrooms, probably also remember a great
deal of bad software. As educators, we were unfamiliar with the
technology and uncertain about its possibilities. So we stepped back
and let software developers, hardware vendors, and other technicians
define not only what we could buy but also how those products would
be used. In many ways, the technology drove the educational process.
And guess what? It didn't work very well!
Now, we've entered an era in which technology is no longer an
intimidating novelty. Its use in business and industry is both accepted
and expected. And pressure abounds -- from the federal government,
from local school boards, and certainly from the popular press -- for
educators to get on board and see to it that students become
technologically skilled.
But is mere technological skill enough?
Two points should be considered.
TECHNOLOGY AS A TOOL
Teachers must determine how technology tools are used, and they
must have a hand in designing the staff development process that
trains them.
What will it take to realize the full potential of that opportunity? First,
teachers must insist on being part of the planning for technology
integration, rather than merely the recipients of other people's ideas.
They must work together to create exemplary units, and then they
must share their experiences with one another.
Teachers must take responsibility for helping design the staff
development process so that it really meets their needs -- so that it
includes time to practice using the equipment, to watch teachers
model lessons that infuse technology into the curriculum, and to
mentor other teachers.
Of course, teachers cannot revolutionize the educational system by
themselves -- and make no mistake about it, that is what we're
discussing.
Have you heard the story about the administrator who came to observe
a teacher? The classroom had five computers, and the students were
all busy on an investigation. Some of the students were using the
computers, and others were working on projects or creating
information. Some students were working together. Others were
working alone. The administrator walked up to the teacher, who was
assisting a small group of students, and said, "I'll come back when
you're teaching."
As that story demonstrates, we also have to help administrators
understand what a technology-rich lesson looks like. We have to insist
that administrators provide us with time to work together, to explore,
and to play with technological tools. We have to make sure that
support for lifelong learning for educators, as well as for students, is
built into our schools.
Teachers are creative, intelligent people, and once they learn to use
technology in their professional lives -- for keeping records, for
creating documents, and for enhancing their own learning -- they will
soon discover the many ways in which technology can enhance what
they are doing with their students.
WORKING TOGETHER
In order to successfully infuse technology into their classrooms,
teachers must have the support of all stakeholders in the educational
community. They must resist the notion that learning to use the
"gadgets" is an end in itself.
They must provide desperately needed leadership to find the best ways
of using technology to enhance teaching and learning. They must
expect and demand the best and most interesting software to enhance
their educational goals. They must be included in planning the
technology implementation -- and be encouraged to experiment with
the available tools.
Finally, teachers must educate themselves on how to best use those
tools to enhance teaching and learning.
It is an exciting time to be teaching, and we must seize this moment to
challenge ourselves, our students, our administrators, and
policymakers throughout the country to help all teachers make the
best use of the technology tools available to them.