Trek fan will recognize the quote as a part of Gene Roddenberry's vision of the future. Imagine man's cells being disassembled and transported through space, enabled by the on-board computers. Perhaps science fiction visionaries like Mr. Roddenberry are not so far off track. Our society today is becoming technology based, from the grocery store check-out scanner to the computers operating the space shuttle. And the future of our country lies in the hands of its children, already adept at maneuvering and targeting animated characters through video games. This is where many of our children are receiving their technology education.
Computer usage in America's educational system has been limited this last decade to software patterned in a drill and practice format. Replacing the worksheets many older Americans will recognize, the monitor stimulates the child to practice a variety of skills disguised through graphic games and activities. These applications programs should continue to reinforce the need for skills practice for students. But these programs are not fully preparing our children for the future. Roddenberry's future portrays a computer-driven space ship in a programmed environment, but the characters must be problem solvers of the highest level. The computer quickly calculates, organizes and contains the banks of knowledge, but is still just the tool for the people who must make knowledgeable decisions. This is the direction educational technology must take.
Children should be allowed the opportunity to use computers on a daily basis. A classroom might contain a bank of four computers with a printer, and a set of laptops for desk use. Reports, notes or stories could be planned or composed at the student's desk without hindrance of electrical cords. When the work was complete for the day, the student might upload documents into private files on microcomputers. The teacher might access the files for assessment purposes.
Children must continue to learn basics, such as reading, writing and mathematics. But the computer can serve as the tool to enhance these skills. It provides a unique opportunity for interaction by the student in application of skills. Writing takes on a new level when the mechanics are simplified with the touch of a keyboard. Young students can begin to express ideas in writing at earlier levels through simplified word processors. Their thought processes are not hindered by the developing fine motor skills required for paper and pencil work. To be able to check a document for spelling errors through computer spell checks, to search for synonyms with the software thesaurus, or to edit documents becomes a much less tedious process and allows a child more independence in communicating at an earlier age.
Skills in mathematics can be applied. Through the use of spreadsheets, students can experiment with variables to change equations or tables. They can organize data that can be instantly converted by the computer into a variety of graphs. And through the various Logo programs, [students] can experience an interaction with number and geometry that cannot be experienced with paper and pencil.
The computer can serve a specific purpose with the learning disabled child. Previously, these children have been dependent upon others to read aloud to them, [and to] help them to spell or write creatively. Today, any child can enter compositions on a word processor, then program the computer to read the document aloud, word for word. The auditory learner identifies the errors in language or in spelling and revises. This same child can run programs which provide stories to be read aloud. The child will be able to develop or practice comprehension skills independently without aid from the overworked teacher.
Networking computers within a building would provide extended opportunity for children to communicate or to apply acquired knowledge. Classmates within a building might exchange documents for proofreading or for sharing, offering [an] incentive for utilizing reading and composition skills, language skills, and for working cooperatively with peers. Classrooms could exchange non-routine problems for solving, develop trivial pursuits from textbooks, or communicate with "computer pals." Penpals between grade levels would provide mentors for younger children, leadership skills for older students. Students might customize databases to enter or retrieve researched data on innumerable topics. Networking would also facilitate the development and use of an in-school bulletin board, alerting children to functions or activities in which they might wish to participate.
Another aspect of computers that would benefit students is participation in on-line activities. Modems would bring together children communicating within or across continents to compare and contrast ideas and cultures, to painlessly learn about the world's diversities while applying reading and writing in constructive ways. It would provide the incentive needed to learn geography in a meaningful way. Through modems, children would have access to NASA via Spacelink, or be able to communicate with adults willing to share their knowledge. Retrieving encyclopedia documents through the computer would allow immediate use of materials needed for research. Children or parents would be able to access the school files from home for daily recordings of homework assignments. Children would be able to retrieve their own files from home. Uses of modems extends to children a world of learning beyond the building walls. Children can begin to become more creative in the presentation of their research. Not only would the computer be a tool for acquiring and organizing information, but can be put to use in the presentation itself. Cameras can be used to supplement the visual provided on the computer, or on a viewer. Compact discs can be used as sources of visual illustration to enhance the student product. Sound can be an added effect, all controlled through HyperCard. Such an exciting exhibition would provide [an] incentive for further research by the presenter as well as the audience.
Utilizing computers as the tool for a problem solving generation seems the path to follow. However, the path has barriers along the way. Technology is expensive, and though money is being provided, it is not enough to meet the need. Education is still being housed in buildings established before the birth of microcomputers and lacking in electrical wiring and space. Schools lack the technical staff required for the expensive repair and upkeep of equipment. Frequently administration lacks the visionaries required to instigate changes for the future.
Trained staff is also needed within the classroom. Higher education has been unable to keep pace with the rapidly expanding knowledge in technology. Teacher candidates are graduating with little or no experience to utilize the technical tools. The concept of teacher needs to make the transition from dispenser of knowledge to facilitator of learning. The volume of material our children must know to function in the future has outgrown the confines of today's educational structure. Children must be taught ways to seek knowledge on their own.
Technologically knowledgeable educators are struggling to keep pace in a sluggish system while trying to guide students to use whatever materials they may have available. Educators are inundated with time-consuming tasks, leaving little opportunity for satisfying the desire to learn. Materials geared to using technology other than in a drill/practice modality in the elementary school are newcomers as resources.
What can be done to overcome the barriers in the path of progress? The first step must be for restructuring the training of our teacher candidates. Change will be slow until the workers are available to disseminate the knowledge. Teacher candidates must be aware of the advantages of technology in education and how it can be utilized as a problem solving tool. They must have the experience in using the tools themselves to experience first hand the advantages and/or the perils of using technology. The focus must be on technology as a tool, not the tool itself.
Before money is allotted for technology in school districts, there must be a broad commitment not only to the training of staff, but to its utilization as multi-purpose tools. Administrators at all levels must be willing to aid in the implementation by modelling themselves as appliers of technology. They must be willing to commit the funds on an annual basis for continual training, for maintenance, and for consumable supplies. They must be certain the buildings will support the electrical requirements as well as the space for hardware.
Long-range plans for computers on a broad basis would be a financial burden no school could bear. Help must come from the beneficiaries of the programs . . . businesses and our government. These institutions do provide educational grants. The availability of the grants seems elusive to the average small school without funds to finance collegiate grant writers, now a growing force. Awareness of their existence and the skill in writing grants is becoming more widespread. However, the source of funds does not begin to meet the requirements for all schools across our country. It will be a slow process.
Implementation can be planned on a step by step basis. After administrators have become committed to using technology, teachers must become computer literate. Each teacher must be provided with a computer and taught personal benefits, such as planning, record keeping, or ease in communicating within the building. Once the teachers value the program, enthusiasm and availability will filter to the children. As each of these steps is successfully achieved, groundwork will have begun for the next stage.
Businesses can provide assistance to school districts seeking guidance in implementing programs. They already have the knowledge of utilizing materials to their advantage. They might provide volunteers that would serve on a consultant or teacher basis. This would provide the already existing educators with another source of information. It would serve as an instigator in bringing together the community to work toward a common purpose.
Perhaps in the future, transportation by bus will become obsolete when children are beamed to class from the transporter rooms. Currently this concept is one that exists solely on the science fiction screen. However, the other technology described is now available and is functioning in a few schools across our nation. The educational institutions of the twenty-first century must meet the demands of our changing society. We must work together to overcome the obstacles preventing a smooth transition into another time. But it will take funding, time, and a commitment to change.
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