K Bechtel

Let me start with disagreeing with the statement in Ch. 1 on p. 7 made by Larry Cuban.  He “concluded that technologies will be adopted to the extent that they solve classroom problems and when their benefit to the teacher outweighs the cost of learning to use them”.  This a generalization made about teachers that I find offensive.  I believe statements like this undermine the professionalism of educators.  He in turn is saying teachers won’t use technology unless the problems they solve are more beneficial than the pain of learning how to use them.  I use technology in order to make the content more meaningful for students.  To even say that technology can solve classroom problems is a tall order.  Technology can certainly enhance learning and make tasks easier, but I can’t see it being a problem solver.  Let me move on to the four components of access.

Before I do that though, let me also speak to the whole introduction of the chapter.  I may be way off base, but I just do not compare the digital divide to many of the historical events that shaped the American education system.  Maybe I am just sheltered or it could be I just have never walked in the shoes of those who may have had some of these experiences.  I am a white woman who has always had the benefit of attending a “good” school and being exposed to a regular education curriculum.  I have always had access to communication lines.  Regardless of having this or not, I don’t think this compares to the issue of having access to technology.

Technology is an option in my opinion.  Teachers can use it or not.  People can use it or not.  I just don’t understand why we make people use things they don’t even care about.  I guess this is an issue of equality.  In my community alone, I know of at least 5 different places the public can access the Internet, one being the high school’s computer lab.  I really don’t see an issue to access.  I believe if people want it they can get it.

I think about the monthly awards my school gives to students for outstanding academic performance, behaviors, and attendance.  I feel badly when every child doesn’t get an award, but sometimes they just don’t fit in the categories of awards being presented.  Doesn’t every child have an opportunity to get an award?  My first response is certainly.  Every child can earn a perfect attendance award.  All they have to do is come to school.  Every child can earn a good behavior award.  All they have to do is follow the rules.  Is it really that simple though?  Can Johnny help it that he missed school because his mom didn’t feel like bringing him?  Can Susie really be ready to learn when she comes to school hungry and tired?  Can Billy be expected to follow rules when the schoolhouse provides the only structure in his life?  When will Johnny, Susie, and Billy be rewarded?  What will become of them?  Does access to technology change or help these problems? 

So where am I going with this?  I think the author’s components of access are excuses.  If people want better they can do better.  Teachers can learn to use the tools as they become available.  School leaders can support technological initiatives in order to change the educational environment.  I really don’t know of a school without adequate hardware and software.  The barrier concerning content goes back to the teachers.  Can teachers not search for relevant and rich content to support student learning?  I know they can.  History has a way of repeating itself.  When it’s all said and done, it is the teacher with or without technology that will make the biggest impact on students’ learning.