When I was a little girl I remember my dad taking a course at the local junior college where all of the instruction was through television. He thought this was the best thing since sliced bread and just knew that I would be learning this way in my school. Of course I don't remember ever seeing a television in school until I started teaching. It is interesting to see the parallels between educational television and educational technology. It wasn't until the mid '90s that computers where seen in our school and at that time everyone just knew that we would be using computers to teach everything. I feel the failure of educational television was for some of the same reasons that educational technology has failed to take hold as quickly as was hoped. Lack of money for equipment, lack of quality in service, and the fear of change are obstacles that were and are encountered. Hopefully through money being spent wisely on needed technology and more specific inservice, fears will be dispelled and educational technology will continue to thrive.
Romano's perceptions that I most identify with are as follows:
Humans will become more dependent on the microchip and will continue to adapt. This was proven to me today as it applies to education when a seasoned teacher who resists using technology was in a panic when her Elmo wouldn't work. She has become dependent on technology and is adapting without even knowing it. This is awesome to me, because it shows that even those who are hesitant to change are becoming more and more comfortable with technology.
Computers can be programmed to replicate and amplify certain basic cognitive functions of the human mind and therefore have great potential in teaching and learning. One of the most wonderful things about computer technology is its capacity to store, compute, and retrieve information without any personal bias. This allows teachers the opportunity to guide students towards reliable information in a faster way than in the past allowing more time for thoughtful interaction with the information.
Using a computer amplifies our capacity to perform basic cognitive functions, yet cannot make an emotional connection. Although as stated above the computer does amplify cognitive functions, there is still no replacement for the teachers roll in guiding the student to use the information in a responsible manner.
There is a feeling that computers should have a vital role in teaching and learning, but there is a need for a focused definition of the teacher's role in integrating technology. This is the battle that I feel we are fighting. Teachers are required to use technology but are still unsure of how to do this effectively. I hope to continue to learn and teach how to do this in a way that helps teachers understand their role.
Course-specific software allows individualized learning experiences based on the learners needs rather than the teacher's availability. A skills based computer program is used by many teachers to prepare for the TAKS test. This program is individualized and seems to have positive results. I do see that the teacher must be available at all times to help the students.
The fundamental role of computers in the classroom is to extend the capacity of teachers to provide individualized tutoring, compensating for the disparity of learners abilities. I agree with this perception to an extent. Yes, computers should be used to help teachers provide more individualized instruction, but I'm not sure that I agree that it is the fundamental role. I believe computers should be used not only as tools to tutor, but as a way to show students a world that is beyond their classroom. Computers should be used to enhance the learners imaginations, to show new outlets for creativity, and promote problem solving. Computers are a fantastic tool that teachers should embrace as a way to take their teaching to places that were not possible in the past.
