Surely the internet brings to our fingertips, at breakneck speed, an abundance of educational resources. While I would not dispute the value of internet resources for the purpose of enhancing education, I think there are numerous hurdles that can prevent it from becoming a consistently viable part of classroom instruction.
Since computers were first used in schools, there has existed a Digital Divide; the reality that not all students have access to the same level of technology in the home. As a result of this reality I have been reluctant to assign homework that requires the use of computers or the internet at home. Actually, the more I try to integrate technology in the classroom, the more I feel that the Digital Divide is not just a phenomenon that occurs between classroom and home use of computers.
Accessing technology at my school can be such a challenge that it creates a sort of Digital Divide within the school. Consequently, it prevents me from using the internet as a resource as much as I would like. In order to have access to computers for my FACS students I need to reserve, and use, the ones that are in the library. It is a rare occasion when those computers are actually available. Core classes (Math Language Arts, Science and Social Studies) get priority over ENCORE classes like mine. If I’m lucky enough to find a day or two that I can access the computers, it is even more unlikely that I will be able to use them for more than one class period. For example, I may be able to get the computers 1st period but not 2nd and 3rd. Since I teach the same subject periods 1, 2 and 3 and do the same lessons with all three classes, it doesn’t do me much good to have access to the computers for only one period.
Another hurdle that I struggle with is finding a balance between the time it takes to prepare my students for computer use in relation to the amount of time I can afford to take away from my Foods or Sewing curriculum. In the past, I’ve made the mistake of assuming that by the time students get to 8th grade they; 1) know how to do effective web searches, 2) have learned how to judge the reliability of sources, and 3)have an understanding of copyright and fair use guidelines. Like I said, assuming this was a mistake. Therefore, before I am able to do an internet based activity with my students, I need to spend a fair amount of time going over these concepts. I’m not a computer teacher. I typically struggle to cover all the material I am required to teach as it is. While my teaching of this material would no doubt be enhanced by using internet resources, the time it takes to do so…..well….I’m trying to find that balance.
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Availability of computers is an issue in many schools. Technology leaders are always promoting the use of various tools that would certainly make many of our lives easier but it comes with such a huge price tag that it becomes unattainable. Until someone, I do not really know who, steps in to assist the schools, this digital divide is going to continue to exist. All we can do as educators is to continue to try and do the very best job we know how with our limited means.
ReplyDeleteThe problems you describe here are OH SO COMMON and it's frustrating to all of us interested in technology in education. Having computers locked up in a lab that is only available rarely (especially to core subjects) is just inefficient. Each classroom should have at least one computer with a projector (there's a lot that can be done with that), as well as a few computers for student projects/work. Laptop carts are also a great solution, but expensive. It does more or less always come down to money, unfortunately.
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