Technological Issues

Many of our blemishes of the past have helped shape our responses of today.  The author makes a valuable determination that “the history of educational technology is useful only if we apply what we know about the past to future decisions and actions” (Roblyer and Doering, 2013, p.10).  Sponsorships and finances appeared plentiful.  Many programs were short-lived.  Numerous improvements were adopted and then dissolved.  However, the teachers failed to effectively evaluate the technological tools.  They did not allow ample time to analyze and measure the strengths of the programs.  They looked for abundant results too soon.  Without much apprehension, they moved on to the next recommendation.  We have learned that advancements must be researched based on a tested group of students.  Roblyer mentions that if you rush the process “it draws attention away from the effort to find legitimate solutions” (Roblyer and Doering, 2013, p.10). 

One of the issues affecting technology today is in education.  In our dwindling economy, many budget cuts have been made in state and federal funding.  In the article, http://blogs.kqed.org/mindshift/2012/01/lack-of-funding-creates-barrier-to-using-tech-in-class/, the author indicates that many grants have been eliminated .  However, teachers were not using technology to its fullest potential.  Similar to past experiences, the author encourages instructors to research and then determine the most useful technological tools to purchase.  It should align with the Common Core Standards.  Also affecting technology in education is accountability.  To obtain the highest student achievement, it is most advantageous for teachers, students, and parents to work collaboratively.  All stakeholders must share accountability.  Although the No Child Left Behind Act has been modified, the author reminds us “the accountability movement remains strong and drives a trend toward using technology” (Roblyer and Doering, 2013, p.17).  Another variable encompassing educational issues is the increased number of online classes.  Statistics indicate the drop out rate is higher for virtual learning and “widens the digital divide even more” (Roblyer and Doering, 2013, p.17).  Our tax dollars need to focus more on technology. 

In chapter 2, several theorists, Vgotsky, Piaget, and Bruner, conclude that cognitive development is greatly dependent upon social interaction.  In the Scaffolding Theory, Vgotsky points out that we need to know “where each child was in his or her development and build on the child’s experiences” (Roblyer and Doering, 2013, p.42).  For this reason, baseline assessments are essential in determining the level of incoming students at the beginning of the school year.  Dewey believed that children gained meaningful knowledge from hands-on and experience.  These theories all focus on allowing children to practice and be engaged in activities within the classroom.  We must tap into their interests and keep them focused.

 

References: Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into

 teaching (6th ed.). Boston, MA: Pearson Education, Inc.