Rethinking Computers and Instruction

Although there have been and continue to be tremendous advances in the technology available for use in United States schools, there is much debate over the effects this has on student performance.  In their book Integrating Computer Technology into the Classroom: Skills for the 21st Century, Morrison and Lowther (2010) suggest that the apparent lack of progress being made is due to the ineffectual use of technology in schools.  They assert that advancements in technology both in and out of the classroom require a complete reformation of school practices.  In order for students to be prepared for life in the technologically advanced age of the 21st century, they must acquire 21st century life skills.  These skills include, but are not limited to technology competence, communication, collaboration, specialization, and problem-solving.

To accomplish this goal, the authors propose using a student-centered rather than the traditional teacher-centered approach to instruction.  This modern way of teaching significantly changes the roles of the teacher and the student.  As the teacher continuously monitors student progress, s/he must reflect on his/her practice and modify the instruction accordingly.  The teacher guides the students as they build upon their knowledge in an "open-ended learning environment" (p. 11) designed and facilitated by the teacher.  Students will actively solve authentic problems, answer meaningful questions, or work on stimulating projects.  The teacher chooses one of these methods of instruction by combining the interests and learning styles of the students with the standards of the curriculum.  As a result, the students are highly motivated and engaged in the classroom activities, which provide the content mandated by the national, state, and local educational agencies.

Initially creating these integrated technology lessons with open-ended approaches does take time.   However, the lessons which prove to be successful can be used over and over again with slight modifications made according to the unique needs and interests of the students.

The computer should be used in the classroom as it is used in the workplace, the home, and all other "real world" settings.  It should be used as a tool that allows students to accomplish the objectives of the interactive lessons, which should reflect authentic "real life" situations.  Teachers should take care not to overuse tutorials and drill-and-practice software which tend to promote passive learning and rote memorization.  These types of traditional school practices are neither  meaningful nor relevant.  They do not increase student motivation and engagement, and therefore fail to enhance the mastery of the life skills needed to thrive in the 21st century.

Ideally, each student will be able to work on a computer. In reality, two or more students will have to share a computer.  Teachers must adapt to the confines of their particular circumstances.  They can make optimal use of their unique situation by encouraging the development of communication and collaboration skills, which are vital to life in the 21st century.  Teachers can structure group lessons so that each student must actively participate in and contribute to the activity in order for the whole group to succeed.

References

Morrison, G.R. & Lowther, D.L. (2010).  Integrating computer technology
       into the classroom:  skills for the 21st century (4th ed.).  Boston:
       Pearson.