Review of: Will Technology Really Change Education? by Christine Rondeau

The book starts out with four questions which will be addressed.
Specifically, what is known about the current use of technology in the
classroom, how do new technologies compare to histories of past technologies,
how we use our knowledge of teaching to guide our use of technology, and what
role might technology play for teacher education in the future.  These are
very good questions which all future teachers should consider.

Next, the book discusses the role of teacher training and its effects on
technological incorporation into a classroom.  If a teacher feels comfortable
using computers, then they are more apt to include them in their curriculum.
The chapter also discusses how and why board of eds purchase computers.  The
public could pressure the boards, but it is up to the administrators to
support the teachers and their efforts.

Chapter three starts off with the notion that some teachers are hesitant to
incorporate technology in their class for fear of making themselves obsolete.
 Further, the book discusses how previous high technologies in the past were
ineffective, but that the computer is set apart due to its flexibility and
accessibility.

The following chapter talks of how diverse people are, but that computers can
adapt to everyone's needs.  It also says how technology can enhance existing
models of teaching, and help to create new ones.  The chapter concludes
discussing how teachers need to incorporate technology into their curriculums.

The final chapter starts off reviewing the book.  It then moves into
discussing the personal aspects lost from technology.  The authors argue that
interpersonal relationships must be valued, and that in the end, teachers are
the best means for fostering an education in the classroom.

Review by Chris Lewis

  Chapter One of Will Technology Really Change Education? is entitled "Using
Technology in Education."  The chapter focuses on examining if all the hype and
fuss about technology in the academic classroom is really worthwhile...is it really
necessary to have computers melded in with public education?  Is it really necessary
to have video cameras, televisions, and video cassette recorders in the classroom
and to link them into the student's lessons?
     The chapter claims that with all the hype of the past, that "technology reform in
education has left many unfulfilled promises" (1).  There has always been
technological developments from the beginning of time;  the chalkboard was a
development from the hand slate, the radio from the telegraph, and the television
from the radio.  All these advancements have had an impact on the educational
classroom.  They have all helped in the efficiency of teaching and in the students
acquisition of knowledge.
     The authors state that we as educators must sort through all the accessible
information and decide whether or not we will use various technologies, how much
energy we will put into their use, and how much money we will spend in order to
use them.
     This opening chapter  poses some very good questions to us as future educators
which we need to consider.

    Entitled "Technology and Teacher Education", chapter two's main thrust is how the
element of technology fits into teacher education.  The chapter states that many states are
beginning to include new technologies into learning requisites for all elements of teaching (4).
The chapter also concerns itself with "Technology use in schools," and "Technology and Teacher Education."
      "Technology Use in Schools," claims that technology supports the shift in our school
system  towards the student focused, constructivist teaching model.  There are five of these
ideas that the chapter outlines which includes:collaboration, higher order thinking, and easier access
to information resources.  The authors also list possible ways in which to incorporate computers into
classroom learning.  One of the main points that I noticed stressed in this section is that of easier
access toresearch information to our students.  The authors do show concern with the
immediate need to purchase all this high-tech hardware when there is in fact little evidence that supports
and shows achievement of students.  The section closes with giving figures on how many
teachers, and teacher candidates have actual higher learning time on technological instruction.
     "Technology and Teacher Education," is scary because it reveals how
undereducated our teachers believe themselves to be.  They claim that they do not have enough
experience, instruction, and practical application to be competent enough to teach technology to students in their classes. The chapter goes on to mention the OTA report (Office of Technology Assessment).
Teachers surveyed noted that barriers to the acquisition of technological skills are: time
constraints, limited resources, their own comfort level/attitudes, and encouragement for technology use
(16).  The report and the chapter conclude in telling ways to encourage the increase of technological
education amongst current educators and those who are getting ready to enter the invigorating
world of education.
     I found this chapter very eye-opening and instructive.  It was eye-opening and
scary because it made me realize how very little I am educated in this arena of the education field.  It
did go on to tell me what I could do about my situation though, and I think that I have gained some
insight.

    The thesis of chapter four is that there is no best way to incorporate
technology into the classroom.  Additionally there is no singular way to
accomplish this.  The end result is left up to the ingenuity, creativity, and
imagination of the instructor.
    Two educators, Bruce Joyce and Marsha Weil, state that a teacher
must be well versed in multiple aspects of technology and also able to
adapt these multiple aspects to various scenarios and situations (p 35).
Teachers must also realize in their brain housing group that not all
students learn the same way.  Referring to the old maxim there are,
"different strokes for different folks."  The chapter embellishes on this idea
by proposing the four models of; social models, personal aspects,
behavioral aspects, and information processing models.  These models
are expanded on later in the chapter to give teachers possible and
diverse routes to engaging and educating their students.

    The chapter mentions various examples that teachers may use to
incorporate the broad spectrum of technology into their daily classes.
Such methods mentioned are: internet and web based technologies,
video conferences, journals, chat groups, discussion groups, use of
electronic logs, and online peer tutoring.
    One educator (Florence McGinn), uses Electric Soup.  On this web site
people get together online and express their views using various media
methods.  This site is famous for helping students expand and expound
upon their personal talents and interests (p 40).
    Another teacher, Marcia Linn, uses a project of hers (Knowledge
Integration Environment) to encourage her students to master scientific
principles.  One element I thought interesting about her system is that she
uses the WWW to help students not only consider information as
evidence, but to question its validity and authenticity.
    The chapter closes with stating again that we as educators are in
charge of matching educational environments to the needs and also
abilities of our students.  We must stress a varied approach because no
two learners will gain the same valuable information from the same
approach.  We should continually strive to incorporate Gardner's
Intelligences into our classroom so that each student may gain the most
from their educational experience.
 

Book Review by Diana Allen

The book provides an interesting contrast with the current computer technology and that of previous technological innovations that were predicted to revolutionize education. It looks at the technology of each and provides a perspective on why computer technology should succeed where other technologies have failed.

Thomas Edison, a great proponent of education, inventor and forward thinking, predicted that instructional film would revolutionize education. From film we moved to radio and later television. Yet as each technology became available, teachers overwhelmingly choose the tools they had used for centuries, the book, blackboard, paper and pen.

So how will computers fare in this latest technological prediction? What role will they play as we enter the 21st century.?

The authors believe the failure to integrate past technology within the educational setting was caused by teachers lack of access to the equipment, lack of knowledge to operate the equipment, lack of control over the time frame and content of the material and lack of
interactivity with the student.

Will the government’s push to link every school and child to the Internet be enough to make it happen? What really needs to happen to make it work?

The authors believe computer technology addresses all the problems with past technologies. They also believe that it will take a five step process to make it successful.

1.  Entry - reflects teachers’ concerns during their familiarization with the new technology;
2.  Adoption - focus on integrating the technology with classroom instruction;
3.  Adaptation - the use of technology as a productivity tool;
4.  Appropriation - mastery leads to new strategies; and
5.  Invention - the creation of new learning environments, where control shifts from teacher instruction to a student-directed process.
 

REVIEWS OF WILL TECHNOLOGY REALLY CHANGE EDUCATION? by DERRICK MAGOUN

CHAPTER 2.
 TECHNOLOGY AND TEACHER EDUCATION.

     THE AUTHOR'S START OUT BY SAYING HOW THE FUTURE RESTS WITH THE TRAINING
THAT PRESERVICE TEACHERS RECIEVE.  THAT IF THEY FEEL COMFORTABLE WITH USING
COMPUTERS THAT THEY WILL INTEGRATE THEM INTO CLASS. THEY GO ON TO SAY HOW
THERE IS A GENERAL LACK OF DATA ON THE SUBJECT EVEN THOUGH THEY CITE SEVERAL
EXAMPLES.  ONE SUCH ONE IN EDUCATION WEEK SAYING HOW THERE IS A PEDAGOGICAL
SHIFT IN EDUC. TOWARDS A CONSTRUCTIVIST APPROACH AND THAT TECHNOLOGY CAN
SUPPORT THIS AND EVEN FRTHER IT.  THEY CITE IMPROVED TEST SCORES IN LOWER
INCOME SCHOOLS AS PROOF IT IS A GOOD PLAN TO INCORPORATE TECH. INTO THE
CLASSROOM.  THEY GO ON TO SAY THAT THE TREND IS TO INCREASE FUNDING FOR
TECHNOLOGY, THE PUBLIC FEELS IT CAN IMPROVE EDUCATION.  THERE IS A WORRY THAT
MONEY WILL BE SPENT ALL ON HARDWARE THOUGH WITH NONE PUT ASIDE FOR TRAINING
AND UP-KEEP.   ACCORDING TO SURVEYS THE BEST SCENARIO'S HAVE A FULL
INTEGRATION OF TEACHERS AND ADMINISTRATORS WORKING TOGETHER TO INTEGRATE
TECHNOLOGY.  ALTHOUGH TECH. TRAINING IS STILL WAY TO LOW.  i WOULD AGREE WITH
THIS PART OF CHAPTER 2 THE PUBLIC WILL PUT PRESSURE ON TE BOARDS TO PURCHASE
NEW TECH. BUT IF THEY DON'T EDUCATE THEIR TEACHERS ON USAGE THE HARDWARE WILL
JUST SIT THERE.  WE DEFINITELY NEED TO INCREASE TECH. TRAINING AT THE
PRESERVICE STEP COLLEGES NEED TO STEP UP AND INCREASE THEIR NUMBER OF TEACHER
TECHNOLOGY COURES REQUIRED.  THE REST OF THE CHAPTER DEALS WITH THE FACT THAT
TO FULLY INTEGRATE COMPUTERS TEACHERS WOULD HAVE TO MAKE FUNDACHANGES IN
THEIR TEACHING STYLE AND THAT THEY NEED SUPPORT FROM ADMINISTRATION.  ALOS
THE BURDEN HAS FALLEN ON TEACHER EDUCATION PROGRAMS AT COLLEGES TO INCREASE
THEIR TECHNOLOGY TRAINING TO HELP PREPARE TOMMORROWS TEACHERS.

CH. 3  PATTERNS OF CHANGE

     CHAPTER 3 DEALS WITH OTHER TECHNOLOGIES THAT WERE EXPECTED TO
REVELUTIONIZE EDUCATION BUT FELL WAY SHORT OF THE MARK.  THESE INCLUDE FILM,
RADIO, AND TELEVISION. LABELED HIGH TEWCHNOLOGIES THE BOOK LISTS PEOPLE LIKE
EDISON WHO VOCALLY BELIEVED AND CLAIMED THAT A CERTAIN TECH. LIKE FILM WOULD
CHANGE EDUCATION FOREVER MAKING TEACHERS OBSOLETE, AND WHY IT FAILED.   THE
BOOK SAYS THAT AFTER THE FIRST LOUD SPLASH THE PUBLIC WOULD SOON FORGET ABOUT
THE NEW TECHNOLOGY AND NO SUPPORT FOR IT WOULD FOLLOW.  THE BLAME WOULD THEN
FALL ON EDUCATORS FOR FEARING AND RESISTING CHANGE, AS THE REASON THE
TECHNOLOGY FAILED TO TAKE HOLD.  IT THEN GOES ON TO DESCRIBE CERTAIN LOW
TECHNOLOGIES SUCH AS THE BLACKBOARD AND OVERHEAD THAT HAVE EARNED A PLACE IN
THE CLASSROOM, AND WHY THEY DID.  HOW THEY ARE NOT AS COMPLEX AS HIGH TECH.
AND ALLOW THE TEACHER TO MAINTAIN CONTROL OF THE CLASSROOM.  IF THE TEACHER
FEELS SAFE THEN THEWY WILL INCORPORATE IT, IT ALSO HELPS IF THE PUBLIC AND
ADMINISTRATION ARE NOT RAMMING IT DOWN THE TEACHERS THROATS.  THE BOOK GOES
INTO HOW COMPUTERS ARE A BREED APART.  THEY ARE HIGH TECHNOLOGY TOOLS, WHICH
HAVE ALL PREVIOUSLY ALL FAILED,  BUT ARE EASY TO USE, WITH PROPER TRAINING,
ARE FLEXIBLE AND ALLOW TEACHERS CONTROL OF THE INSTRUCTIONAL PROCESS.  THEY
SAY HOW COMPUTERS COULD REPLACE TEXTBOOKS IN THE FUTURE AND AT A REASONABLE
COST.  IN SHORT COMPUTERS HAVE THE BEST QUALITIES OF BOTH HIGH AND LOW
TECHNOLOGIES WHICH  IS WHY THE BOOK SETS THEM APART AND GIVES THEM A GOOD
CHANCE TO SUCCEED WHERE THE OTHER MEDIUMS HAVE FAILED.

     CHAPTER 4 DEALS WITH HOW DIVERSE PEOPLE ARE AND HOW COMPUTERS CAN BE
ADAPTED TO FIT ALmoST ALL NEEDS.  HOW WITH A LITTLE IMAGINATION NEW WAYS OF
TEACHING CAN BE CREATED.  IT STARTS WITH TWO PEOPLE JOYCE AND WEIL AND THEIR
MULTIPURPOSE TEACHING MODEL B=P,E,T.  WHERE B IS BEHAVIOR, P IS THE LEARNER E
IS ENVIRINMENT AND T IS TEACHER.  THE BOOK THEN GOES INTO HOW TECHNOLOGY CAN
ENRICH EXISTING MODELS OF TEACHING AND CREATE NEW ONES.  THEY THEN CITE
SEERAL EXAMPLES,  SUCH AS VIDEO CONFERENCING AN ON LINE POETRY CLASS A
SCIENCE PROJECT, AND A WRITING PROJECT.  ALL OF THESE WOULD HAVE BEEN
IMPOSSIBLE PRIOR TO THEW INTRODUCTION OF COMPUTERS IN THE CLASS.  THE CHAPTER
FINISHES WITH THE IDEA THAT TEACHER EDUCATORS NEED TO INTEGRATE TECHNOLOGY
INTO THEIR PROGRAMS SO THAT IT IS A SKILL THAT TEACHERS MUST LEARN.  CHAPTER
4 OFFERS SOME INTEREWSTING POINTS ON THE USE OF COMPUTERS AND THE NEED FOR
TEACHERS TO HURRY UP AND ADAPT TO USING THEM SO THEY ARE NOT PASSED BY AND DO
NOT MISS OUT ON A VALUABE LEARNING TOOL.

Chapters reviewed by Jim Colandrea

Chapter 1

Chanpter 1 was a basic overview of what the rest of the book was about.
Specifically the book hopes to answer the following questions: What do we
know about the current use of technology in the classroom, how does the
current push for new technology compare to histories of the previous
technologies, How do we use knowledge of teaching to guide our use of
technology, and what role might technology play in the future of teacher
certification.

Chapter 2

Chapter 2 does an excellant job outlining the vital link between New teacher
training and their future use/incorporation of technology in the classroom.
However a few points were raised that I feel completely oversimplified the
patterns of improvement that incorporating technology will have on increasing
student test scores.  Specifically, the authors claimed that because of
technology, tests score improved, failure rates declined, and absenteeism
decresed.  There are too many other socioeconomic and cultural influences
that play a role in these outcomes to merit such a blank check statement.

I did agree with the authors synopsis on the buying habits of most Board of
Ed's.  A trend emerges to be seen as cutting edge and the school systems may
buy equipment blindly in order to create that persona.  No coherancy will
exist nor will a master plan be set-up unless these buying habits are
curtailed.

Chapter 3

The introduction of this chapter nails a myth head on regarding teachers,
their future as educators, and the technology they use.  The authors say that
a main reason why teachers do not incorporate technology in their lesson
plans is because they would make themselves obsolete.  I disagree completely
with this concept.  We are social beings by nature and need human contact.
Just like an athlete needs guidance to improve from a coach, a student needs
an instructor to help motivate and guide themselves through the challenges of
academia.

The authors then went on a lengthy discussion regarding previous "high
technologies (film, radio, TV)" and why historically they were seen as
ineffective.  The top reasons cited were due to its inflexibility, inability
to access the medium, and the behavioral problems associated with lights out.
 However the authors do not see the computer falling into these same
pitfalls.  They claim that the computer is both flexible and highly
accessible.  I do see however, a lack of training and dated equipment will
have similar results unless the school system financially commits to a 10
year long range plan.

One thing I would like to see would be the end of printed textbooks in the
subject matter of Social Studies and current events.  The world changes to
rapidly for the text books to stay current.  Why teach history in a current
events class? when you have a plethora of up-to-date material available to
you on the Internet.

Chapter 4

The beginning of this chapter seemed to swing from one end of the spectrum to
the other when trying to apply technology to education.  First the chapter
stated that because no 2 people learn alike a generalized technology program
could not be developed.  Though this is true, it is no reason not to try!
Pre-service teachers should be targeted the most.  They are motivated to
learn, and have not only little to no teaching experience, but also no stuck
in the rut habits as sometimes seen in senior faculty.  Let the teacher
figure out how to incorporate technology into the there lesson plans.  Is
that not one of the challenges the field of teaching presents anyways?

Some case studies were done and the assignment regarding History Biographies
associates it's success because of its use of the internet.  I believe
differently.  The kids were interested in the assignmnet not because it used
the Internet but because they were able to answer the so what question as to
why study history.

The model I feel most appropriate for incorporating technology is the CaseNet
Model (47).  Within this model you have teacher/student interaction
supplemented by computer technology.

Chapter 5

The final chapter began as a review of the entire book and then transitioned
into the personnal aspects lost by teaching with technology.  It seems to me
that people are trying to look at at education in a vaccuum.  They look at
only one variable at a time instead of an eccleptic approach.  In doing so
interpersonal relationships are discounted which cheats the educational
process.  How many times have we heard that because of a certain teacher or
coach, a student is who they are.  You take away the teacher and you take
away that potential to change lives.  Computers can be an effective tool
applied properly but let us not dehumanize the educational process.
 

Review of Chapter 2 by Carrie Lisitano

"Technology and Teacher Education- Current Use and Knowledge"
  The coming decades will show a growing increase in the role that
technology plays in education.  The new teachers are expected to be more
technologically advanced than ever in order to prepare the students with
a solid technological base.  Many who are advocates of computers in
classrooms and computer networks promote constructivist learning where
the students takes an active role in his/her own learning.  The amount
of money being spent on technology in the classroom is increasing from
year to year showing what an impact technology is having on education.
There are many concerns about using computers in the classroom such as
how well the teachers are trained and the concern about the quality of
information found on the Internet.  However, the only way to achieve the
goal of being technologically advanced as we move into the new millenium
is to prepare our future teachers and educate them well.  Presently
there is technology present in almost all teacher education programs
which is promising for the future of technology in classrooms.

Chapter Reviews FROM JEAN HENDERSON

CHAPTER 2: TECHNOLOGY AND TEACHER EDUCATION, CURRENT USE AND KNOWLEDGE
AFTER POINTING OUT MOST EDUCATORS’ INTEREST IN PURSUING TECHNOLOGY, THE
CHAPTER GOES ON TO POINT OUT THE LIMITATIONS OF A FOCUSED COURSE LIKE
OUR 360. MORE SUCESSFUL WOULD BE THE MODELING OF USING TECHNOLOGY
INTEGRATED INTO THE EDUCATION COURSES

CHAPTER 3 PATTERNS OF CHANGE, THE HISTORICAL CONTEXT OF EDUCATIONAL
TECHNOLOGIES

FROM PRESIDENTIAL VISIONS OF THE INFORMATION AGE TO A RESEARCHER’S
DARING VISIONS OF LEARNING THROUGH ELECTRONIC TEXTBOOKS, THIS CHAPTER
LOOKS AT WHY OTHER HIGH TECHNOLOGY (FILM, RADIO, AND TV) FAILED TO
REVOLUTIONIZE EDUCATION. IT THEN LOOKS AT THE CHARACTERISTICS OF THE
SUCCESSFUL LOW TECHNOLOGIES (TEXTBOOKS, BLACKBOARD AND OVERHEAD
PROJECTOR). WHILE THE CHAPTER ENDS BY FINDING SOME OF THOSE LOW
TECHNOLOGIES SUCCESSES IN COMMON WITH THE NEW HIGH TECHNOLOGY OF
ELECTRONICS.

CHAPTER 4 : TEACHING WITH TECHNOLOGY, EXPANDING MODELS OF INSTRUCTION

THE AUTHORS INTRODUCE A METATHEORY CAPABLE OF ENCOMPASSING, THEY
BELIEVE, NOT ONLY CURRENT TECHNOLOGY, BUT ALSO THE TECHNOLOGY OF
TOMORROW. FOR TECHERS IN A TECHNOLOGY RICH ENVIRONMENT, “REACHING OUT TO
TOUCH SOMEONE” IS RATHER EASY, BUT SUCH AN ENVIRONMENT DEMANDS ADEQUATE
SUPPORT SYSTEMS IT GOES ON TO GIVE A LOOK AT SOME EXISITNG RICH
TECHNOLGOY ENVIRONMENTS AND HOW THEY HAVE BEEN USED FOR CREATIVE WRITING
CLASSES, A SCIENCE CLASS  AND A SOCIOLOGICAL WRITING PROJECT.

CHAPTER 5: ENVISIONING FUTURE USES OF EDUCATIONAL TECHNOLOGY, CURRENCY
IN A RAPIDLY CHANGING WORLD

THE AUTHORS CLAIM THAT IT IS GOOD IDEA RATHER THAN TECHNOLOGICAL
DEVELOPMENTS THAT WILL GUIDE THE FUTURE USE OF TECHNOLOGY IN THE
CLASSROOM. THEY GO ON TO SYA THAT THE DIGITIZED WORD MAY REPLACE THE
PRINTED WORD, DUE TO THE EVER INCREASING AMOUNT OF INFORMATION AVAILABLE
AND THE EVER CHANGING TECHNOLOGY ITSELF. THE RESEARCHER PERELMAN SPEAKS
OF “HYPER LEARNING” THAT COULD DO AWAY WITH CLASSROOMS, BUT THE AUTHORS
STATE THAT A GOOD TEACHER KNOWS THAT LEARNING ONLY TAKES PLACE WHEN THE
STUDENT ENGAGES THE CONTENT, THAT CONTENT ITSELF IS ONLY AN OPPORTUNITY
FOR LEARING. AS SUCH, IT WILL, IN THE END, BE THE TEACHER WHO WILL
“ESTABLISH THE VALUE OF THE COMPUTER IN LEARNING.”

******
CHAPTER 1 – USING TECHNOLOGY IN EDUCATION

IN THE PAST, THERE HAVE BEEN MANY DIFFERENT TECHNOLOGIES THAT WERE PREDEDED BY BUILD UPS THAT PROMISED THAT EDUCATION WOULD BE REVOLUTIONIZED. GOOD EXAMPLES WOULD BE:  TELEVISION, RADIO AND FILMS.  NONE OF THESE REVOLUTIONARY TECHNOLOGIES LIVED UP TO THEIR BILLING.  NOW, COMPUTERS (BOTH HARDWARE AND SOFTWARE) ARE BEING TOUTED AS THE NEW BREAKTHROUGH TECHNOLOGY.  ALREADY, APPROXIMATELY 5 BILLION DOLLARS IS BEING EARMARKED BY SCHOOL SYSTEMS FOR THIS NEW EDUCATIONAL TECHNOLOGY.  MANY EDUCATORS ARE EMBRACING THE TECHNOLOGY EVEN THOUGH THERE IS LITTLE DATA TO SUPPORT CLAIMS THAT COMPUTERS WILL DO WHAT THEY ARE TOUTED TO DO.   THE REMAINING CHAPTERS ADDRESS HOW THE CURRENT PUSH TOWARD COMPUTERIZING EDUCATION WILL IMPACT TEACHER EDUCATORS.

SUBMITTED BY BOB MANWARREN    12/11/99 FOR EDU 360 CREDIT – BOOK CHAPTER REVIEWS (5 POINTS EACH)
 
 

CHAPTER 2 - TECHNOLOGY AND TEACHER EDUCATION:
                                           AN INTRODUCTION TO EXPECTATIONS AND REALITY

THIS CHAPTER BEGINS BY STATING THAT HOW WE TRAIN PRESERVICE TEACHERS NOW WILL HAVE A TREMENDOUS IMPACT ON HOW NEW COMPUTER TECHNOLOGY WILL BE USED IN OUR SCHOOLS IN THE FUTURE.  THE AUTHORS FEEL THAT A REVIEW OF HOW WE CURRENTLY USE TECHNOLOGY WILL BE A STARTING POINT TO DETERMINE FUTURE USES IN THE CLASSROOM.
 A CURRENT EDUCATION WEEKLY REPORT STATED THAT ONLY 15% OF THE NATIONS TEACHERS HAS HAD 9 OR MORE HOURS OF TECHNOLOGY TRAINING. THIS LACK OF TRAINING PREVENTS TEACHERS FROM INTEGRATING TECHNOLOGY IN THEIR CURRICULA. WHEN TECHNOLOGY IS USED IN THE CLASSROOM IT IS MOSTLY USED FOR WORD PROCESSING, DRILL, TUTORIALS AND GAMES.  TEACHER TRAINING INSTITUTIONS ARE AT THE SAME POINT AS THE TEACHERS DUE TO LACK OF FUNDING FOR EQUIPMENT AND LACK OF STAFF TRAINING AND PRIOR EXPERIENCES.  BOTH TEACHERS AND TEACHER TRAINING INSTITUTIONS NEED TO BE TAUGHT WHAT TECHNOLOGY IS AVAILABLE AND HOW TO IMPLEMENT IT IN THE CLASSROOM TO BENEFIT THE SCHOOL CHILDREN. UNTIL THIS IS DONE CURRENT TECHNOLOGY IN THE CLASSROOM WILL BE UNDER UTILIZED AND WE WILL MISS OUR OPPORTUNITY THE TECHNOLOGY COULD PROVIDE. SO FAR WE AS TEACHERS AND TEACHER EDUCATORS ARE LAGGING FAR BEHIND THE TECHNOLOGY OF THE TIMES WITH LITTLE CHANGE ON THE HORIZON.

SUBMITTED BY BOB MANWARREN    12/11/99 FOR EDU 360 CREDIT – BOOK CHAPTER REVIEWS (5 POINTS EACH)

CHAPTER 3 – PATTERNS OF CHANGE: THE HISTORICAL CONTEXT OF
                         EDUCATIONALTECHNOLOGIES.

THIS CHAPTER LOOKS AT THE REASONS WHY HIGHER TECHNOLOGY INTRODUCTIONS TO EDUCATION HAS GENERALLY FAILED AND WHY LOW TECHNOLOGY HAS PREVAILED.  IN THE CASE OF HIGH TECHNOLOGY INTRODUCTIONS SUCH AS THE RADIO, FILMS, AND TELEVISION, NON-TEACHERS WHO DID NOT HAVE A WORKING KNOWLEDGE OF TEACHER VIEWS OF CLASSROOM REALITIES INITIATED INTRODUCTION.  TEACHERS WERE SELDOM CONSULTED ABOUT CLASSROOM NEEDS.  ALL THREE MEDIA WERE PASSIVE REQUIRING LITTLE INTERACTION FROM THE STUDENTS. THEY LACKED INTERACTIVITY AND REQUIRED TEACHERS TO INTEGRATE THE CONTENT TO THE CURRICULUM.
LOW TECHNOLOGIES SUCH AS THE CHALKBOARD, TEXTBOOKS WERE SIMPLE, PORTABLE AND MET THE NEEDS OF TEACHERS IN THE CLASSROOM.  COMPUTERS HAVE HIGH STARTUP COSTS TO WIRE SCHOOLS, PURCHASE AND MAINTAIN EQUIPMENT AND ALSO TO DEVELOP APPROPRIATE SOFTWARE.  IT ALSO LACKS MOBILITY FOR THE MOST PART AND CHANGES IN TECHNOLOGY IS SO RAPID THAT IT WOULD BE VIRTUALLY IMPOSSIBLE TO KEEP CURRENT. THE ADVANTAGE THE COMPUTER HAS IS THAT IT IS INTERACTIVE – NOT PASSIVE.  IT ALSO ALLOWS THAT TEACHER TO CREATE OBJECTIVES AND PLAN THE ACTIVITY. SOME LOOK TO COMPUTERS TO REPLACE TEXTBOOKS SO THAT INFORMATION CAN BE CONSTANTLY UP TO DATE

SUBMITTED BY BOB MANWARREN    12/11/99 FOR EDU 360 CREDIT – BOOK CHAPTER REVIEWS (5 POINTS EACH)
 

CHAPTER 5 – ENVISIONING FUTURE USES OF EDUCATIONAL TECHNOLOGY:
             CURRENCY IN A RAPIDLY CHANGING WORLD

THIS CHAPTER POINTS OUT THAT SINCE COMPUTER TECHNOLOGIES CHANGE SO RAPIDLY, TEACHING SKILLS TIED TO SPECIFIC APPLICATIONS WILL HAVE LIMITED LONG-TERM VALUE.  BECAUSE OF THE RAPID GROWTH OF KNOWLEDGE, TEXTBOOK NO LONGER CAN BE KEPT CURRENT AND MAY BE REPLACED IN THE FUTURE WITH ELECTRONIC BOOKS THAT CAN BE CONSTANTLY UPDATED.
PERELMAN ENVISIONS THE CLASSROOM OF THE FUTURE AS ONE WHERE STUDENTS ARE SELF-DIRECTED AND LEARNING IS ON DEMAND.  MANY BELIEVE THAT THIS WOULD TAKE THE FACE-TO-FACE SOCIAL INTERACTION OUT OF EDUCATION.  TECHNOLOGY PROVIDES A MEDIUM TO DELIVER CONTENT AND PROVIDE A FORUM SO THAT IDEAS CAN BE EXCHANGED. THE INSTRUCTIONAL USE OF TECHNOLOGY BECOMES IMPORTANT ONLY IF THE TEACHER IS ABLE TO ADAPT THAT KNOWLEDGE IS A WAY THAT CAN HELP STUDENTS.  IN THE END, IT WILL BE THE TEACHER WHO MAKES THE DETERMINATION WHETHER THE COMPUTER IS OF VALUE TO LEARNING.

SUBMITTED BY BOB MANWARREN    12/11/99 FOR EDU 360 CREDIT – BOOK CHAPTER REVIEWS (5 POINTS EACH)
 

a review by Kathy Vaida
    THIS BOOK DOES AN EXCELLENT JOB PROVIDING AN OVERVIEW OF
     A. THE CURRENT STATUS ON TECHNOLOGY IN THE CLASSROOM
         WITH MANY INTERESTING STATISTICS INCLUDING REVIEW OF AN
         AMERICAN INSTITUTES FOR RESEARCH STUDY.
     B. THE PROBLEMS OF INTEGRATING TECHNOLOGY INTO THE
         CLASSROOM RELATED TO TEACHER EDUCATION AND USE IN THE
         SCHOOLS
     C.AN HISTORICAL OVERVIEW OF EDUCATIONAL TECHNOLOGY USE
        IN THE CLASSROOM; INCLUDING FILM, RADIO AND TELEVISION
        AND,
     D HOW TECHNOLOGY CAN BE UTILZED NOW AND IN THE FUTURE
         TO SUPPORT THE SHARING AND USE OF INFORMATION IN
         GENERAL.

Reviews by Teresa Maturino-y-Buschman

 Technology and Teacher Education:  Current Use and Knowledge
(Chapter 2 in Kent, T.W. & McNergney. (1999).  Will Technology Really Change Education?:  From Blackboard to Web. Thousand Oaks, CA:  Corwin Press, Inc.)

This chapter focuses on two issues, current technology use in schools and in teacher education.  The first premise Kent and McNergney lay in this chapter is that the training of preservice teachers may be the most significant factor in determining the success of technology integration in school instruction.   This is because if teachers are to integrate technology in the classroom successfully, they must be able to demonstrate it in preparation courses.  The authors also state that the use technology by schoolchildren “necessarily depends on the ability of teachers to integrate technology into their teaching.” (pg. 4).  A reader may quickly be inclinced to contest these statements based on current knowledge of technology use:  that teachers are successfully integrating technology into the classroom without preservice training and that school children are using technology for classroom work in the absence of teacher examples.  The authors of this books, however, make their statements about the norms of technology in the classroom and not the exceptions.  Below is a brief review of each section on the chapter.

Technology Use in Schools

According to the authors, a lack of research makes it difficult to discuss the current use of technology in the classroom.  Hence, the discussion in this section relies heavily on a report by Education Week, which reports on the use of technology in all 50 states.  While the end of the section lists  statistics on the prevalence of technology in school,  most of it focuses on why there is support for educational technology and what are some of the concerns with it.
 According to the report, the use of technology supports constructivist modes of teaching and learning.  Five reasons and eight examples are provided to support this claim. Public poles show that there is public support for technology integration in the classroom based on the belief that technology has a positive effect on education.  Kent and McNergney believe public and political support translates to financial support and spending for educational technology.
 Concerns listed about technology use in education are ones most readers may have themselves thought of or heard of prior to reading this chapter.  These are the quality of information received over the Internet, is it reliable and age appropriate,  and the displacing of funds for other important disciplines, such as the arts, by technology investments.
The authors also list characteristics shared by schools that have managed to maintain their technological investments; among these is “Adequate allocation of time and money for staff development – site – and for follow-up support.” (p. 9).  Not surprising, resource availability and smaller class size are two other factors that encourage the use of computers by teachers.  This section concludes that while successful integration of technology depends on the appropriateness and adaptability of software and hardware to the realities of teaching and the classroom, it also depends on the teachers’ training and ability to use the technology.

Technology and Teacher Education
Apparently, teacher training programs are not taking advantage of the  opportunity to train teachers on use of technology in the classroom.  Based on a study of  six schools of education in the Midwest the authors found that slightly more than half of the preservice teachers had taken courses where computers were discussed, and most of those interviewed showed a preference for using computers for drill and practice tasks.  Other studies argue that the use of technology in the classroom increases as teachers move through five particular phases of integration and use as teachers learn more about computers and feel more competent about their own abilities.
Kent and McNergney claim that teacher education programs must model the use of technology to help learn to use it in their own classrooms.  The lack of material resources and professional training by the teacher educators are sighted as some of the reasons why teacher training programs are not adequately preparing preservice teachers.
The chapter concludes by outlining points presented by other articles on the principles and characteristics needed in teacher preparation programs that promote the learning of technology integration in the classroom.  Kent and McNergney remind the reader that while these common characteristics may extend to all programs, programs should always be adapted to the environmental and personal needs of the teachers.
 

Review 2:
Patterns of Change:  The Historical Context of Educational Technologies
(Chapter 3 in Kent, T.W. & McNergney. (1999).  Will Technology Really Change Education?:  From Blackboard to Web. Thousand Oaks, CA:  Corwin Press, Inc.)

As the title suggests, this chapter examines the impact of previous technologies on education as a basis from which to study how computers have and will influence education.  The author’s underlying premise is that the future of computer technologies will be based on:  “a)  whether teachers find value in the instructional possibilities offered by the new technologies, and b) whether the pattern of implementation of the new technologies avoids the mistakes made with past technologies” (pg. 23).  A question to keep in mind is whether it is possible to isolate and identify the mistakes done in the past and whether mistakes of the past are considered mistakes in the present.

High Technologies:  Film, Radio, and Television

Kent and McNergney outline what seems to be the evolutionary pattern of technologies in the classroom.  Most readers may find it difficult to disagree with it.  First, new technologies are exalted as the answer to educational problems by educational reformers and wholesalers.  Then studies begin to sprout on the effectiveness of these technologies, but as the effectiveness of the technologies fails to be applied on a large scale, surveys are done to show the lack of use of these technologies in the classroom.  In the end of this cycle, it is the teachers who are criticized for resisting change and the failure of successful integration of them.
The authors found that the failure of educational film to fulfill the claims made by its proponents cannot be blamed on any single factor.  Film, radio, and television failed  in the classroom due to “the lack of quality in programming and the ‘teacherless approach’ to the medium” (pg. 27); the use of each one of these technologies required the teacher to stop teaching while it is in use.  Kent and McNergney say there are three lessons to be drawn from the past failures:  1)  funds must be allocated not only for the hardware but for its maintenance, 2)  training for teachers and models of successful integration of the new technologies is essential, and 3)  teachers need to be part of the decisions of how and to integrate new technologies.  Interestingly, what are considered “low technology” tools, such as the overhead projector, are the ones that have gained consistent and successful use in the classroom because teachers can use such tools with flexibility and without losing control over instruction.
In the case of computers, Kent and McNergney find that they share many of the positive aspects of the low technologies and overcome many of the barriers previous technologies did not overcome for successful integration.  Current software, such as HyperStudio, and the creation of Web pages allow students and teachers to create their own learning/teaching materials.  The value of learning to use computers successfully translates to learning skills needed to succeed in most occupations as an adult.  Computers share the instructional flexibility of low technologies.  Unlike past technologies, computers may be considered cost-effective as teachers and administrators find ways for them to replace the maintenance of textbooks.
 

Review 3:
Teaching with Technology:  Expanding Models of Instruction
(Chapter 4 in Kent, T.W. & McNergney. (1999).  Will Technology Really Change Education?:  From Blackboard to Web. Thousand Oaks, CA:  Corwin Press, Inc.)

There is no one best way to use technology to teach or to learn seems to be Kent and McNergney’s underlying point in this chapter.  So, after exploring a few theoretical models on the use of technology in education, they move on to provide four specific examples of how technology has been used successfully in different aspects of education.
The authors base their own theoretical model of Use of Technology in the classroom on one stated a couple of decades ago about teaching.  This model is synthesized into a formula that shows that behavior is based on the personality of the student,  the learning environment created by the teacher, and the tasks in which the student engages.  Yes, this model is vague, but this is precisely the point because it can then be expanded or given more depth according to the specific context to which it is applied.  Kent and McNergney argue that emerging technologies can actually help expand such teaching models by addressing the complexities of specific contexts.
 Their own model suggests that the use of technology can create new or adopt existing models of teaching by varying tasks or goals, the sequence of activities, teachers reactions towards students, the social environment in which learning takes place, and the assessment approaches to learning (pg. 37).  The remainder of the theoretical section is devoted to expanding and supporting the claims of this model.

From Theory to Practice

 The four specific examples of the successful application of emerging technologies for teaching and learning cover personal growth, science and information processing, social study and awareness, and examining behavioral systems in the classroom.  Each example shows clearly the positive effects of the use of technology, but they also leave one questioning whether some of the objectives of the projects may have been accomplished just as well without the use of technology.  The final example focuses on teacher education.  Here the program examined is CaseNet, which is a set of Internet courses based on case studies.  While the studying and teaching all take place over the Internet, there are specific sites at which teachers and students meet on a regular basis.
 The authors conclude the chapter with an interesting point.  This is that one may profit most from the use of emerging technologies by recognizing which characteristics of technologies and models match one’s personal characteristics the most than by simply recognizing the characteristics of the models themselves. The final point is that while some models for successful teaching with technology have been explored, it is inevitable that many more will emerge as the use of technology flourishes.
 

Review 4:
Envisioning Future Uses of Educational Technology:  Currency in a Rapid Changing Worlds
(Chapter 5 in Kent, T.W. & McNergney. (1999).  Will Technology Really Change Education?:  From Blackboard to Web. Thousand Oaks, CA:  Corwin Press, Inc.)

This concluding chapter synthesizes the discussion from the three previous chapters and further examines statements about the future implications of emerging technologies on education.  Below are some the major points emphasized in the first half of the chapter.

1. Skills tied to specific applications will be of limited value in the classroom since computer technologies are constantly changing.

2. Technology may be the only means to manage the rapid growth of information and specialization taking place in the education environment and profession.

3. Technology will likely transform and displace the most basic tools used by students and teachers, such as books and writing tools.

4. The information made available by technology to classrooms will be drastically different from the information available today through written material.  Students and teachers will have access to current information about and from businesses, organizations, and different fields throughout the world.

5. Emerging technologies create many opportunities for individual and student directed learning, as is already seen at Horizon Instructional Systems, a charter school in California with 1600 students but with no permanent classrooms.

The last point above sets up the discussion for the second half of the chapter.  This is whether or not emerging technologies will significantly change the traditional school setting and the role of the teacher, as we know them today.  Indirectly, it also raises philosophical questions about the role of education and the physical education institution.

While some say emerging technologies will bring an end to the physical school and the traditional role of the teacher, others say it will not.  Lewis Perelman (not sure of his current profession) believes the face-to-face interaction and social environment of schools is a luxury in learning that society can do without.  Technology will help do away with the cost of maintaining schools (and teachers) and allow students to learn independently in a more “know-how” way, learning the skills that the “market” demands.  Kent and McNergney point out that many do not agree with Perelman’s vision and caution that there may be costly, unforeseen consequences to undervaluing the benefits of learning in the social context of a classroom.  Others agree and suggest that technology and learning in the classroom do not have to be “mutually exclusive.”

In the end, Kent and McNergney contend that emerging technologies are tools that will foster new ways of teaching and learning.  As it has happened with previous technologies introduced to education, they believe, it is the teacher who will establish the value of computers in the classroom.

Review by Heidi Hand

Chapter 1: "Using Technology in Education: An Introduction to Expectations and
Reality"

Chapter 1 raises important points about the role of technology in education. The
author notes that technology spending in education was around $5 billion in the
97-98 school year. Clearly, we need to think carefully about what technology
education is and should be. The book lists some key questions for educators to
examine:
1) What do we know about the current use of technology in education?
2) How does the current push for technology compare to past reforms in the use of
technology in the classroom?
3) How can we use our knowledge of teaching to guide our use of technology?
4) What role will technology play in the future of education?

I think that question #2 is particularly important. Teachers, particularly those who
have taught for many years, have heard many "new" theories, ideas, and solutions
to problems in education. Examining why past technological innovations failed or
succeeded could go a long way towards helping us successfully integrate
computers into our curriculums in meaningful ways.

The author suggests that question #4 could have dire consequences for education
as we know it, according to Perelman (1993). Could computers replace teachers
and schools as we know them? I hope not. I don't believe that the sterile,
impersonal computer can compete with a real human being, especially when it
comes to working with young children. Yes, computers can be efficient tools for
learning. But they can't replace the interaction that occurs between students and a
caring educator.

Chapter 2: "Technology and Teacher Education: Current Use and Knowledge"

A major point of this chapter is that "A lack of substantive research plagues any
discussion of the current use of technology in education." (p. 5). Although I believe
that since the text was published, there have been more studies done on the topic,
it does seem that we need to know much, much more. One rationale for learning
more about technology education and putting it to work in our schools is that
technology is thought to support the constructivist theory of learning. The authors
suggest that individualized instruction can be achieved more easily with
computers, as well as allowing teachers to monitor their students' progress.
Teachers and students can also do more research via the web.

While many educators and politicians are eager to jump on the technology
bandwagon, some people are concerned that we may be puttiing the cart before
the horse. One administrator who was quoted on p. 8 voiced concerns that funding
for the arts could be cut in favor of technology spending. Others raise concerns
about the "quality of information that can be found on the Internet" (p. 8).

Of course, if we are going to expect any quality in our technological curriculua, we
need to be sure that teachers are adequately prepared to use the hardware and
software in their classrooms. (Note that I am still assuming that in the future we
will continue to have classrooms!) The authors quote one report as stating that
"..teachers currently receive little technological, pedagogic or administrative
support for these fundamental changes, and few colleges of education adequately
prepare their graduates to use information technologies in their teaching." (p. 11). I
feel that this is true....from my own experience and from the experiences of
teachers who I know, training is minimal for both preservice and inservice
teachers. This course is certainly the most in-depth instruction I've had yet.  I think
I mentioned on our TD that when a computer lab was built at the last school I
worked at, we were all thrilled and encouraged to begin using the lab right away.
The problem was that the students knew much, much more about the hardware
and the software than the teachers did! That was several years ago, so perhaps now
more teachers have computers at home and are more comfortable with them. But
overall, I think that technology education for teachers must come before they are
expected to use it to teach their students.

One of the most intelligent comments written in this chapter is the following: "For
preservice teachers to learn how to integrate technology into their own teaching, it
is reasonable to think that technology should first be integrated successfully into
professional education coursework." (p. 12). Truer words were never spoken! It is
ridiculous to think that teachers will magically learn technology in a few simple
afterschool workshops.These are appropriate (though not necessarily adequate)
venues for inservice teachers, but preservice teachers should be fully trained and
ready to use technology when they reach the work force.

Chapter 3: Patterns of Change: The Historical Context of Educational
Technologies"

This chapter is very interesting, for it examines the past uses of technology in
education. Thomas Edison himself was an advocate of educational technology. He
promoted the use of educational films, hoping that they might even replace the
textbook! We know, of course, that this did not occur. However, examining why
past innovations in technology ed. failed can help us to develop modern-day
programs that will succeed.

The chapter identifies other education technologies that have failed, succeeded, or
landed somewhere in between the two: instructional television (ITV), for example,
was not the success it was  hoped to be. Teachers weren't trained to use it properly,
probably didn't have the time to review the material to be shown, and it ended up
being used "for 15 minutes to entertain students while they themselves graded
papers." (p. 23). Likewise, the use of educational films was not well-received,
because it was cumbersome and time-consuming to set up and run.  Radio was
lauded as "the textbook of the air" (p. 26) but that certainly didn't occur!

The authors note that a significant problem with all of the above forms of media
was that they "all reinforced the idea of "teacher-proof" curricula by requiring the
teacher to stop teaching while the medium was running. Moreover, students
generally were unable to raise questions or have portions of the instruction
repeated during the lesson. The teacher had no control over the content or its
presentation." (p. 27). Other problems included the lack of teacher input into the
development of these media, as well as the usual logistical problems (how does
one actually get the TV set into the classroom; broken equipment, etc.).

The authors next look at "low technologies"--items such as textbooks, blackboards,
etc. Why are these simple innovations so successful, especially as compared to the
more expensive and sophisticated equipment described above? First of all, they
are flexible, the teacher has control over them, they are easy to use, and the teacher
can adapt them to meet the needs of instruction. They do not create any scheduling
headaches, and can be worked right into any part of the schoolday without
inconvenience.

How do computers stand when compared to high and low technologies? The
authors feel that it is comparing favorably. New technologies, such as the Internet,
allow teachers to have more control over the material they present. For example,
teachers can create their own webpages and provide material tailored for each
individual student, group, or subject. Software such as Hypercard and
HyperStudio also allow the teacher to create the material needed for using
technology in the classroom. Students can use the computer for doing research
online, then go to a word processing program to write up their findings. While
computers are intially expensive to install, they can be upgraded fairly
inexpensively, and may turn out to be more cost-effective in the long run than
expensive textbook and curriculum programs.

Chapter 4: Teaching With Technology: Expanding Models of Instruction

The main thrust of this chapter  can be summed up in the diagram shown on p. 37.
The diagram suggests that technology can be used to create new models of
teaching, or by adapting existing models. (I know that I am currently thinking in
the latter mode!) The technology can be used to vary the following: tasks or
objectives, the sequence of activities, reactions to students, the social system, and
assessment.

The authors also discuss integrating technology into teacher education programs.
The concept of making technology learning "transparent" by "sneaking" it into
other objectives is discussed for both students and teachers alike. (For example,
students would use the Internet to research a topic from another part of the
curriculum.)

The authors conclude the chapter by mentioning that as students entering the
schools are more and more adept with computers, educators will react and change
technology instruction accordingly. This is one reason why it is so hard to predict
what technology education will look like in 10 or 15 years--we really don't know
what the learner will teach us.

Chapter 5: "Envisioning Future Uses of Technology"

What will happen to education as a result of technology? Will schools remain the
same, or become completely obsolete? Will teachers still be needed? Perelman' s
theories are discussed in this chapter. Perelman believes that schools will indeed
become obsolete--that students can and will become self-directed learners,
working from their own PCs, possibly never seeing the inside of a classroom as we
know it.

However, the authors retort to this notion is that "Believing that students can shape
their own learning productively simply because they have access to a digital
network is equivalent to turning them loose in a library and expecting them to
benefit spontaneously from the vast resources contained on the shelves." (p. 59). I
wholeheartedly agree with this assessment of Perelman's theories. In fact, I can't
help but wonder if Perelman has ever worked with real, live children. Does he
know that students need guidance, advice, support, and encouragement? Does he
know how easy it is for an 8 yr. old child to get off-task, even if she/he is doing
something he likes? I can't see how a teacher would ever become obsolete, and I
shudder to think of what society would be like if in fact a computer can take over
the complex role that teachers play in our nation's schools.

I envision that technology will continue to grow and be further integrated into our
schools. It will enrich and enhance education, and may supplant some current
items, such as textbooks to at least some degree. Students are likely to become
ever-more sophisticated users of technology, just as their teachers will--by virtue
of formal instruction and private use.  I look forward to seeing what the next few
years will bring to the world of educational technology.

Reviews by Kelly LeVasseur

Chapter 2
The main concern of this chapter is should teachers integrate technology into the
classroom and how to they do so.  Some people fear that if we spend money on
technology, then we are taking money away form other departments such as the arts
and music.  Teachers sometimes worry that the information on the internet is not
always true and some students will miseducate themselves.  The biggest problem is
that most teachers today are not shown how to integrate technology into the classroom
or even how to use some of the machines.  We need to educate our techers so they can
educate the students.  Programs have been written for teachers to follow so they can
learn how to use technology.  Teaching and learning could improve as long as we
teach our teachers the correct way to teach technology.

chapter 3
This chapter relates to patterns of change and historical educational technologies.
Today it has still been undecided if technology is good or bad.  A teacher has to find
value from these new technologies and it cannot make the same mistakes of the past
technologies.  Sometimes schools do not have enough fundings to keep up with the
maintenance of these machines.  No one really knows what teachers should be doing
with these machines.  If we look to the past and remember how film and television
came into the classroom, both recieved a lot of attention in the beginning, but now they
are still only used a small percent of the time in the classroom.  Some people are afraid
that this will happen with computers.  The present is just a time for trial and error and
the teachers are the ones who get to decide if technology should really be in the
classroom or not.

reviews by Karen Kluczwski

   Chapter One: Using Technology in Education
                          An Introduction to Expectations and Reality

       The beginning of this chapter brings up the issue that technology will continue to
transform the classroom environment. Many people are still advocating the
incorporation of technology into the classroom, especially President Clinton.  The
president would like every classroom in the U.S. to have students who are able to
experience using a computer.  Basically, chapter one introduced me to the four
questions this book would answer through out the chapters and it also made me aware
that this book will explain how teachers will be affected by the use of computers in the
classroom.

Chapter Two:  Technology and Teacher Education Current Use and Knowledge

    One part of this chapter that caught my attention is that computers can be used to
encourage constructivism in the classroom.  Another issue that caught my attention is
the low number of students using computers in the classrooms.  Hopefully, in the
future all teachers will become more knowledgeable in computer use so that their
students will  have the chance to become more experienced with computers.  The
statement, "The ACOT program argues that teachers must move through certain
phases before successful technology integration can take place" (13) was interesting to
me since I had never heard of this idea before.  In addition,by reading this chapter, I
was surprised to learn that not every single education department stresses the use of
technology.

reviewed by Susan Sullivan
    Kent and McNergney address a subject  that directly addresses our class.
Technology has historically been first touted as the answer to all the problems of
education, then as a supplement to traditional teaching, and often finally as
expensive failures.
    Kent and McNergney begin their analysis in the first chapter.   In this chapter they
discuss the expectations that accompany technological introductions and the reality
of using technology in the classroom.  More importantly they introduce four
questions by which teachers and teacher educators can determine the importance of
integrating such technology in the classroom. (Kent & McNergney, pg. 2-3)
These questions are as follows:
1. What do we know about the current use of technology in the classroom today?
2. how does the current push for computer technologies compare with the histories
of previous technologies in educational reform?
3. How can we use knowledge of teaching to guide our use of technology?
4. What role might technology play in the future of teacher education?
The following chapters then proceed to examine each question in greater detail and
provide greater insight into the possibility of success for integrating computers into
education.

    Chapter 2 addresses the current use of technology in the classroom.  In
discussing the first question above Kent and McNergney recognize the need for
more substantive research in this area.  They also recognize that the support for
technology persists.  Computer technology in public schools has become a politically
hot item. While there are numerous anecdotal success stories, significant scientific
findings have been minimal.  The authors also cite critics of the increased spending
on technology that has been unproved.   While acknowledging the lack of data, Kent
and McNergney also introduce ideas that could help school districts turn their
investments in technology into success.  They quote a report from Education Week
identifying several features that encourage successful use of computers.  These
include:
a. A principal and district administrators committed to the project
b. A belief on the part of the educators that technology is a way to extend the
curriculum and to support educational reforms--some knowledge of how to do it.
c. The involvement of teachers in  school wide instructional decisions
d. Adequate allocation of time and money for staff development--on site--and for
follow-up support
e. A history of openness to educational innovations.
f. A link between technology and district or state curricular standards-- and rewritten
frameworks to reflect technology's role (Cradler, as described in Viadero, 1997a,
p.16. as cited by Kent & McNergney, pg.. 8-9.)
Kent and McNergney (p.9) also recognize Becker's additional factors (Becker as
described  in Zehr, 1997, p.28 ).  these include:
a. Collegiality among computer users
b. Resources available for staff development and computer coordination.
c. Smaller class size
d. School support for computers for meaningful activities
Through identifying the above, educators may be better able to plan for integrating
technology into programs. The remainder of the chapter addresses the issue of
technology and teacher education.  Kent and McNergney address the need for
rather extensive teacher education for both current teachers and pre service
teachers. The current research demonstrates concern over the quality of teacher
education in technology.  Kent and McNergney then proceed to discuss ways of
improving teacher education programs to assist integration of computers into the
classroom and hopefully allow schools to utilize their investment fully.
    Chapter 3 addresses how educational technologies have fared historically.  Kent
& McNergney divide past educational technologies into two categories: low
technologies and high technologies.  They address the high technologies of
television, radio and film first.  It is through the analysis of  high technologies overall
rejection that they develop some theories which could better enable educators to
assess  the  rhetoric so commonly associated with such technologies.  They
conclude that the following can spell failure for technology:
1) lack of funding to adequately support the hardware beyond the initial investment
2) problems in training teachers to incorporate the technology into their daily
teaching
3) teachers attitudes towards the quality of the software, specifically that the
content is not determined by teachers
    They also noted that the most vocal promoters of such technology were non
teachers and that teachers were rarely involved in the early phases of
implementation of these technologies. This results in  a lack of understanding of
what teachers really need.
    Kent & McNergney also looked at the history of implementation of low technology:
blackboards, textbooks and overheads.   Overall these low technologies have been
successfully integrated into the classroom.  They are simple in design and
application, inexpensive, flexible, durable and responsive to teacher defined
problems.  They are also teacher centered.  This teacher dependency allows the
teacher to control the instructional process.  Teachers can dictate planning,
scheduling and the stopping and starting of instruction.
    Lastly Kent & McNergney look at what the above means to computers.  They
maintain that computers are somewhat a hybrid of technology.  Computers are
relatively expensive and have high start up costs.  They also need to have adequate
funding to maintain and upgrade.  There are also high technology training issues
associated with the technology.  Software is still playing catchup and while
educational software continues to advance there are issues of content being driven
outside the educational community.  That being said, computers do allow for
teachers and students to develop their own software.  This is an important
advantage over previous high technologies and allows computers to become teacher
centered.  Computers also compare favorably with the successful low technologies.
they are very flexible, teacher centered, useful in a number of instructional areas.
Overall, Kent & McNergney compared computers favorably to the technologies that
preceded them.
    In chapter 4, Kent & McNergney address  theories of teaching with technology.  In
this chapter they try to develop some models of instruction applicable to teaching
today.  They expand on how technology can benefit teachers and allow them to
better address the multineeds of their learners.   Computers may allow teachers to
create new ways of dealing with the complexities of teaching today.  Kent &
McNergney then attempt to demonstrate practicle applications of the theories. They
utilize various examples of how computer technology can enhance a variety of
current theories.  Lastly, they analyze the teacher education system and technology.
In order for the technology to succeed in having a lasting influence on education,
teacher education must be addressed.  The focus seems to be on making
technology  transparent.  In other words the emphasis should be on how the
technological skills support  the primary instructional goal and  that the technology
itself is secondary.  Kent & McNergney further address this through the introduction
of a program call CaseNET.   CaseNET is a series of case based courses for
teachers taught online through the University of Virginia.  CaseNET encourages
participants to utilize technology to problem solve everyday issues in teaching
encouraging personal growth and skill development in relation to today's electronic
world.
    Chapter 5 elaborates extensions of computer use to extend its technological life
into the future.  Kent & McNergney explore the ramifications of the technology.  They
look at replacing the written word with the digital word and the increased resources
available to students. We have already seen great evidence of this in today's
libraries. Card catalogs are nearly obsolete with data being researched
electronically.  They also look at the possibility of the elimination of public schools as
we know them.    Can this technology provide 24 hour on demand totally student
centered education as some of the promoters would like us to believe?  Kent &
McNergney close the chapter and the book with a recognition of the value of the
human experience in education.  They realize that the teacher is  a significant part of
the education equation and that just having access to information and resources is
not enough to educate.  in order to learn students must engage the content of the
resources. This is where the teacher comes in.   Kent & McNergney end the book
with the final statement that summarizes their entire analysis " As with every other
technology that has emerged on the educational landscape, ultimately the teacher
will establish the value of the computer in learning." (pg. 59)  If the technology is to
succeed it will need to demonstrate lasting value to teachers whether as a support in
the administration of their jobs, or as a vehicle to enhance their curriculum or as a
way to improve their interaction with their students.

Cary A. Langley
EDU-360

A summary of CH1:  This chapter in general says, Whether we like it or not technology in the classroom is expanding more every day.  These technologies are suppose to change the way teachers teach and the ways students learn.  Even though throughout the years many different technologies have been introduced into the classroom and none of them have proved to significantly change or effect education in the classroom.  Even with the latter statement being true out President states, " I want to build a bridge to the 21st century in which we expand opportunity through education, where computers are as much a part of the classroom as blackboards."  Will this prove effective, we don't know, but the book further discusses the issue in its subsequent chapters.

Reviewer: Alyssa Fresa

Overall, I did not like this book. I found that many of the arguments were not fully developed nor gave due justice to the topics being considered.

Chapter one: Using Technology in Education: An Introduction to Expectations and Reality.
This chapter asks good questions, however, if you read the preface, the same questions were
already posed. Also, the questions posed are the questions to be answered by the subsequen chapters. I disagree with the statement made on page 2; "More complex technologies- film, radio, and television- never realized their imagined potential in education. Although these technologies can still be found in some classrooms, their use is minimal and sporadic".
Perhaps radio does not play a major role in the classroom but I find that the television and
film (in videocassette form now, but I remember many 8 mm films in my youth) are used
widely in classrooms today. These mediums are used because of their accessibility and
simplicity. In the book, the authors argue that these mediums are becoming obsolete because teachers are not able to control the distribution of information and it is time consuming to
preview. Honestly, I do not see these things as a problem. Usually, your lesson plans do not
change dramatically year to year; therefore, if you view it one year and take precise notes, the
next year will not require the same work. Besides, whether the technology is a videocassette or
a CD-ROM containing a new program, both will need to be reviewed.

Chapter two: Technology and Teacher Education: Current Use and Knowledge. This chapter
deals with two issues: technology use in schools and technology and teacher education.
According to the presidential report, there is evidence that educators are optimistic that
technology will help in improving test scores, reduced failure rates, lower absenteeism, fewer
student withdrawals, increased graduation rated, improved job placement rates, and overall
improvement in motivation. This is a lot to expect out of one tool. I do not think all of these
problems will be solved, at least not overnight, students will still have to want to learn;
attitudes must be changed first. A very good point is made on page 8, "...But to provide a
computer and think that students' writing will somehow magically improve - that's just
wishful thinking," (Quoted in Viadero, 1997b, p.13). This is an issue that needs to be
addressed more fully. In this particular case, the quote was addressing the teachers. I think it
is also important that students realize that once they have a computer or any technology, they
will not automatically be endowed with knowledge; these instruments are tools. I saw this
topic being addressed just recently in a TV show called "Wishbone". The character, Joe, relied
to heavily on his calculator to do Math problems. At the time of the test he notices that the
questions are in word problem form and requires him to think out the question and if that
wasn't bad enough he couldn't find his calculator; he receives a "D" on the test.

Of course there is always the question of quality education. Chapter two takes a look at the
quality of information available on the Internet, the ability of schools to maintain up-to-date
software and hardware, and the benefits of the technology in the classroom.

In regards to technology and teacher education, this may be the most important aspect:

          Byrum and Cashman's (1993) study demonstrates the pitfalls of isolating
          technology instruction to single courses. Integration of technology into instruction
          is a complex process that cannot be captured in any single "how-to" course. For
          pre-service teachers to learn how to integrate technology into their own teaching, it
          is reasonable to think that technology should first be integrated successfully into
          professional education course work. (12)

This is very important because we must provide an example for future teachers to follow. If
we as educators of teachers are unable or unwilling to include the use of technology in our
curriculum then how do we expect teachers to include it in theirs? This chapter also discusses
five phases that teachers pass through while integrating technology into their curriculum:
entry, adoption, adaptation, appropriation, and invention. The chapter goes on to criticize that
current teacher education programs do not give teachers enough opportunity to observe and
practice the use of technology. This survey by the American Association of Colleges for
Teacher Education concludes that teacher education students are rarely given the opportunity
to develop material or create lessons with technology. It is difficult to expect teachers to use
tools that they are unfamiliar with in any successful or enthusiastic manner.

The end of the chapter focuses on the use of incentives or actually the lack there of, for teacher
educators to learn technology skills and on characteristics of successful technology education
programs. Chapter two is the most factually based chapter, and therefore makes it hard to
disagree with. In my opinion, this is the best chapter out of the whole book because the other
chapters are not so factually based. Many opinions are given about the use of technology
throughout the rest of the book and on average I disagree with them.

This brings us to Chapter three: Patterns of Change: The Historical Context of Educational
Technologies. The authors chose to mention the point of view of Lewis Perelman, author of
the article Schools Out: A Radical New Formula for the Revitalization of America's Educational System, however, they failed to comment on how they felt about his opinion. I disagree with
Perelman's view that, "Students will construct their own learning through electronic resources,
and the role of the traditional teacher will be obsolete," (21). Most students are not responsible
enough to make decisions about what they should or should not learn. They are
inexperienced in the field, not only of education, but also of the world. They do not know and
are unaware of the possibilities that await them. How can we expect students to be interested
in subjects such as genetic engineering, for example, if they do not even know to look for it?

The remainder of the chapter focuses on the current process in which technology is being
integrated versus the way technology was integrated and used in the past. The authors focus
on a pattern developed by L. Cuban that describes the pattern of the introduction of past
technologies as "exhilaration / scientific-credibility /disappointment / teacher-bashing cycle,"
(22). This chapter makes one good point, "The future role of computer technologies will be
determined primarily by two factors: (a) whether teachers find value in the instructional
possibilities offered by the new technologies, and (b) whether the pattern of implementation of
the new technologies avoids the mistakes made with past technologies," (23). However, I do
not agree with the support offered for these statements. The chapter continues by arguing that
past technologies were a failure because the use of film, TV and radios were rarely integrated
into the classroom when they became available and even less so as time went on. However, it
is not the fault of the technology that the integration process was not a success. Teachers were
again, not given the proper training in how to use the technology as well as in how it should
be used in the class.

Another problem that the authors attempt to parallel with past and current technologies is the
availability and cost factors. In the past, trying to get a TV in your classroom included many
scheduling hassles. Film and videotapes were too expensive and therefore were infrequently
updated. These arguments attempt to support the possibility of computers also becoming
obsolete because quality software is expensive and very little training is offered. However, I
do not see these problems in the current integration of technology. Schools can, at a reduced
price, purchase many programs and there are many quality shareware (free) products. Also,
technology training is being integrated into teacher education programs as well as workshops
for current teachers are becoming mandatory. The products for computers, as the book also
states, is more flexible then past media programs in that they allow you to create your own
lessons. This is very important in the argument of accessibility of products and of upgrading
programs. With the ability to manipulate software products we do not have to rely on other
companies to produce quality programs to be integrated with the technology, we can develop
it ourselves.

There isn't a lot to say about chapter four: Teaching with Technology: Expanding Models of
Instruction. This chapter gives examples of current models of instruction and how you may
manipulate them to better integrate them with technology. Overall, I agree with this idea, why
fix it if it isn't broken. If technology provides a better medium for the distribution of a good
lesson, then by all means manipulate the lesson to work with the technology but the content
does not need to be changed just because you are using a different medium.

Chapter five: Envisioning Future Uses of Educational Technology: Currency in a Rapidly
Changing World. The opening paragraph asks if the computer will become simply a
supplementary resource like the videotape or will it be replaced by some new technology. I
don't see why either would not occur or why this is such an issue. If better technology then the
computer should become available then why not try to implement it into our classroom. Why
aren't we all still riding in horse and buggy? Also, why would we want these new
technologies to become more then resources? It has been proven that if these resources or tools
are abused then the people using them become dependant on them and lose the skills needed
to attain knowledge on their own.

The notion of individualized learning is brought up again on page 53 with the introduction of
Horizon Instructional Systems in California. This is a chapter school that has 1,600 students
but no classrooms. In this system there are education specialists who work with the children
and parents in developing their curriculum, however, the parents decide to what degree the
specialist should be involved and can request another specialist if they do not like the current
educator. This notion is insane, if we did away with every educator that we disagreed with
there wouldn't be any teachers left! However this chapter finally touches on a point that
should have been introduced much earlier in the book. Social interactions that students have
with each other and adults while in school are an irreplaceable asset. It is through these
interactions that people learn how to behave in society and how to develop relationships with
others.

The chapter ends by finally responding to Perelman with the point that I have been trying to
make throughout this book:

          ...Believing students can shape their own learning productively simply because
          they have access to a digital network is equivalent to turning students loose in a
          library and expecting them to benefit spontaneously from the vast resources
          contained in the shelves. Real teachers know that content represents only an
          opportunity for learning; learning occurs when students engage the content. (59)

All in all I agree with the conclusion of the book, however, I do not like or see the logic in the
way the authors presented the material to get to this conclusion. Better explanations of the
examples used, as well as more feedback from the authors, would have been more helpful
and beneficial in this sort of book.
 

A Review by Sara Walker

Chapter one provides some very basic background information regarding
the cost and path of implememting computers and technology into classrooms.
As stated in his 10 point plan for improving education during the  1997
State of the Union address, President Clinton included equipping every
school with Internet access by the year 2000. His 1996 campaign focused on
"building a bridge to the 21st century" in which "computers are as much a
part of the classroom as blackboards".
     Such ambitious plans, however, do come with high costs. According to a
report in Education Week spending on educational technology could top $5
billion for one school year. The study focused specifically on the 1997-1998
school year. There are those involved in education that would question
spending such great surpluses of money on computers since historically
technology has not made any lasting impacts in the classroom. The writers of
the book state that the most prominent uses of technology in the classroom
are the printed text book, the blackboard and the overhead projector. These
innovations are certainly not new and one question whether computer will
truly change the classroom since the inventions of the 20th century (radio,
television) never truly made a difference in how children were taught and
teachers were trained.
     The chapter ends with a brief outline of the format of the text. The
text will focus on four questions that will hopefully answer some questions
and probably pose some new ones. Chapter two will explain what we currently
know about the use of technology in the classroom. Chapter three will ask,
how does the current push for computer technologies compare with the
histories of previous technologies in educational reform. It will focus on
the similarities and differences between computers and other types of
technologies that never really caught on in classrooms. Chapter four will
address the topic of using knowledge of teaching to guide our use of
technology. It will describe a basic framework for examining technologically
assisted models of instruction. The final chapter will be devoted to looking
towards the future. It will focus on the roles technology will play in
teacher education and speculate on the  emergence and influence of new
technologies on educational practice.
     I look forward to exploring all these questions. The future is
sometimes scary and I fear our classrooms may resemble something from the
Jetsons. Perhaps this text will alleviate such fears. After all in retospcet
  The  Jetsons were really  just a poorly animated cartoon after. stay tuned
for more reviews!- Sara

Chapter two of the text provides an overview of technology and teacher
training. It  highlights how technology training has been integrated into
teacher preparedness programs, why such programs are hesitant or
unsuccessful in preparing teachers to use technology in their classrooms and
providing ways in which teacher education programs can integrate a better
model of teaching future teachers to use technology in their classrooms. I
was surprised to learn that despite all the talk of integrating technology
into classrooms, there has been little study done on the actual acquisition
of computers in schools. Most people do agree, however, that technology is
important and that schools need to move with the times. In one public
opinion survey conducted by "Education Weekly" in 1997, it was found that
85% of Americans believe that schools well  equipped with technology will a
major advantage of schools that are poorly equipped. Furthermore,
respondents felt that technology is a way to unify students of all
socio-economic backgrounds by providing  students with equal access to
information and knowledge. Enthusiasm for  implementing technology into
classrooms has not necessarily been represented by spending. In 1997-98
school year spending on technology represented  only 2% of educational
spending. Nevertheless, the Education Week report estimates that the
Telecommunication Act of 1996 will provide an  additional 10 billion dollars
for technology spending from  1997 to 2001.
     With increased technology spending slated for the future and a society
that is becoming  increasingly dependent on computers, one would assume that
classrooms are incorporating  more technology into their preparedness
programs. This, however, is not the  case. The reasons for this disparity
vary. Critics of using technology in classrooms may contribute to the slow
changes being  made  in  teacher education programs. Not all schools have
been successful in  using  technology in their classrooms. Administrators
may be hesitant to  implement technology without knowing  how best yet to
use it. This almost  leads to a catch-22 situation. If teachers are hesitant
to  use technology than  technology will not be used. If computers are  not
being used, administrator will fell that technology is not important and
computers will  not be an integral part of the learning environment. Teacher
training will not focus on using  technology since classrooms do  not
reflect the importance of using computers. The Education Week report
highlights several features shared by schools that managed to sustain their
investments  into technology and use computers  in their curriculums. Such
features include dedication to using technology by administrators, a  belief
that technology is a way to extend the curriculum, adequate allocation of
funds and the involvement of teachers in staff trainng. Of all the traits
listed, I believe that perhaps the most important is the involvement of
teachers and technology. If teachers are afraid to use computers  or lack
the  proper training  to do so than students will fail to use computers. The
teacher sets the climatein his/her classroom. If s/he displays enthusiasm
and profiency is using  computers than children will display the same
traits.
     Teacher preparedness programs have not supported the emergence of
technology in classrooms. Most colleges do require pre-teachers to take
atleast one technology class. This, however, is not enough to produce
teachers who are comfortable and competent in using computers in their
classrooms. This problem has been recognized by President CLinton , who in a
report on the use of technology has stated that "most teachers are left
largely on their own as they struggle to integrate technology into their
curricula". Despite the finding that most teachers do report that they feel
comfortable using computers as an instructional  tool due to their required
technology class, 58% of preservice teachers had been in  educational
classes where technology was discussed. Isolating technology into  one
required class is not enough to create computer profiencient educators. It
would be like teaching english as a second language by isolating learners
into one english class and not providing opportunities to be immersed in the
language outside of that class.
      In the APple CLassroom of Tomorrow study it was found that technology
acquisition is a complex process that involves five stagers. It is not
until the fifth stage and two years that teachers really begin to use
technology and change their traditional teaching methods. This would
indicate that new teachers need to be exposed to technology early in their
own training and that  the technology needs to be  integrated throughout
their training. Teacher instruction institutions need to model technology
use so that  teachers  may acquire the skills  needed to use technology in
their classrooms. Just as younger students will not use computers if their
teachers do not, college and graduate students function in the same way. If
their traing programs lack the necessary funds  or enthusiasm needed to
create a successful technological  teacher training  program, than teachers
will emerge with insufficient expertise required to implement technology in
their classrooms. According to a report sponsored by the American
ASsociation of Colleges for  Teacher Education, only 28% of the  programs
surveyed required student teachers to design and deliver instruction that
incorporated technology. It is not enough to simply teach technology in one
isolated course. Pre-teachers need  opportunities to apply their learning
through practical situations and need to see such application modeled
throughout  their training.
     I believe that colleges are beginning to recognize the importance of
providing teachers with ample skills required to run a successful
technology-based classroom. When I went to UConn in the mid-nineties, I had
one technology course and that was it. At UHart where I am currently a grad
student,  in addition to my one required course, my  other classes have
focused on technology. Infact, I am enrolled in a curriculum development
class this semester where I  correspond with my  professor via E-mail as I
design a curriculum and "teach" a model class. This type of instruction is
teaching me to be proficient in computers. Take your class, Dr. David, yes
it is "the required computer course" but just taking it on-line has enabled
me to feel empowered by this machine and has  done wonders  in alleviating
my computer anxiety. I will take this attitude  into a classroom someday and
it will be contagious. Programs such as yours or Dr. Miller's (my Uhart
curriculum professor) are changing the way graduate classes are  taught and
this will ultimately change the way P-12 classes are taught. Perhaps more
teacher preparedness programs could implement technology into their own
training and allow teachers to experience using  computers to accomplish a
variety of  tasks from creating  lesson  [plans to researching topics on the
Internet. I think that is what this class has done thus far. It is truly
successful in this student's opinion. Just two months ago, if  I was put in
a classroom I would have taught the children to be afraid  of computers
because of my own fear and loathing of  the machines. I now realize this
fear was rooted in my own inexperience with using technology. If I was put
in a classroom now, I would be more enthusiastic. Can you  imagine how I'll
be in December? I'll  probably be organizing rallies in support of
implementing computers into classrooms! I've gotta go now, baby is waking
up. Review more later-sara

Chapter three begins with what I felt was a doomsday scenario of the
role of teacher in future classrooms. The quote by Lewis Perelman paints a
dim portrait of what technology will do to the teaching profession. He
believes that we will eventually phase the traditional teacher out as
children design their own course of learning that is not dependent on
uniform teacher instruction. I like his idea of child-directed learning, but
feel that teachers will still need to be present to take the role of guide
or facilitator, become more of the "guide on the side" and less of the "sage
on the stage". Many early childhood and elementary curricula already
implement student initiated learning by supporting an emergent curriculum
and providing the project approach to learning. Teachers are still a much
needed presence in the classroom and the history of other "high"
technologies supports the role of the teacher.
     Traditionally teachers have been blamed for the failure of high
technologies in the classroom. the creation of film is perhaps one of the
closest high technologies to computers. Critics of teachers blame the fact
that film as a learning tool never caught on because teachers refused to
change their teaching styles to best facilitate instruction by film. Cuban,
however, in his 1986 study disagrees. he feel that teachers would use high
technologies such as film if they were provided adequate training in how
best to use them. Another problem with film is that it was primarily viewed
as an entertainment tool and the quality of educational films was never as
good as the entertainment industries films. Despite this, film did catch on
in military training. Perhaps this is due to the fact that our country was
more eager to spend money on defence in the forties and fifties, thus
providing the service with the necessary equipment needed for showing films.
Schools were often poorly equipped and lacked the accessories such as a
screen needed to show films. In addition, teachers may have hesitant to
darken the room and show a movie that was of poor quality when h/she could
teach more effectively using  traditional  methods.
     Radio was another high technology that was viewed as the answer to
every educational problem. Radio was supposed to provide a window to the
world, giving children access to the best teachers and authorities in every
field. After radio failed, television was touted as the next educational
miracle. It was said to combine the visual stimulation of films with the
quality audio of radio. Eventually, television went the same route as radio
and was taken out of an educational context.
     The demise of television could not be linked to lack of funding and
equipment as film was. In 1952 the Federal communication Commission reserved
242 channels for educational use. In addition, the Ford foundation directed
money into adult education and the Fund into the Advancement of Education.
Still, television never caught on due to lack of quality in programming and
"the teacherless approach to learning". One can certainly see why teachers
were hesitant o embrace this new media.
     Ironically it was the low technologies such as chalkboards, printed
text books and overhead projectors that found success in the classroom.
Cuban states that all these technologies have several things in common that
could lead to their usage. They are all simple, durable, flexible and
responsive to teacher defined problems of daily instruction. Teachers have
controls over these mediums and can tailor teaching styles to easily include
such tools. Furthermore, the high technologies did not offer the same
accessibility as their low technology counterparts. text book were easiliy
transported and chalk board required no special equipment other than chalk
and an eraser. one could measure job satisfaction in terms of decision
making. Professions where individuals are given a high level of decision
making opportunities are traditionally more meaningful and less stressful.
The high technologies may have taken  some of the  decision making away from
teachers leaving them to feel somewhat out of control and therefore hesitant
to embrace the new mediums.
     One must look into the future and question whether computers in
classroom will follow the same path as film, radio and television. The
similarities between the mediums is apparent and yet the differences may be
enough to ensure the future success of computers as an instructional tool.
Perhaps the greatest difference between computers and their predecessors is
that rate at which computer software  and hardware changes.  my husband and
I bought a Gateway Computer last November and Eric claims that their are
already machines that are faster and more efficient. This could get
expensive when viewed in an educational context. Despite the high cost
involved in implementing computers into the curriculum, one could argue that
the interactive nature of computer use could produce student who are more
independent and responsible for their own learning. Children can explore any
topic with a click of a button and are not limited what the school shows
them on a film or television.
     Developing computer competency is becoming a necessary requirement for
becoming a successful, contributing member of society. Almost all companies
use computers and school need to allow students to develop a comfort level
and proficiency for using the machines. Such skill can only develop with
repeated exposure. Television and radio had not permeated into the business
and economic world in the same way that computers have. Isn't our
responsibility to teach children the skills they will need to become
successful adults? Computer literacy is becoming as integral  part of
society as is traditional literacy.
     Computers could become a mainstay of AMerican classrooms simply because
they share the most important characteristic of the low technologies.
Teacher still have some control in the decision making process. in fact,
computers may offer teachers more control than traditional text books.
Teachers can serve as guides,more active participants in  their students'
learning than they have ever been before. Together wit students, teachers
can teach children to explore the raw materials and form make their own
decisions, a skill that is just as important to children as it is to
teachers.
     i must admit I began chapter three with an overwhelming sense of doom
and gloom. After reading the chapter, however, I realize that computers will
never take the place of direct instruction. That would be stepping back into
the days of students maintaining a passive role in the classrooms as
teachers were to be assumed the ultimate authority. I can not picture rows
of children, eyes glued on a screen being pumped with information. Teachers
need to guide children through the discovery process that occurs during
computer usage. Human contact and encouragement can not replaced by a
machine. i believe that it is still these traits that make us successful
teachers. We all remember that one teacher who made a difference by
believing in us and showing us the world. These teachers will still exist in
the next millennium, it's just that the window to the world may change.
 

     I have always loved learning. Strangely, I was never really a good
student. I would explore topics on end and research information just for the
fun of it, but reading textbooks was not my forte. That type of information
simply had no meaning to me. In high school I was fortunate to have Mr.
Keenan for U.S. history. He was a man who knew that effective teaching
required a personal approach. Instead of teaching us about battles and wars
and dates, he taught us the human aspect of history. When we learned about
the Vietnam war, he brought in protest songs and actual photographs of
anti-war demonstrations. Prior to his class I never had  in interest in the
Vietnam war now I could hold my own in any Vietnam discussion. Mr. Keenan
had a gift, he could tailor lessons to fit each individuals learning style.
he liked his students and I  think he enjoyed creating enthusiasm in his
classroom. I will always consider him a role model as I pursue a career in
teaching.
     Sadly, there is not an abundance of Mr. Keenans in our educational
system. The teachers who instictivly know how to reach students do exist but
often suffer from burn-out due to lack of support. In many cases, teachers
simply do not have the resources to reach every student. While we know that
teaching is not a "one size fits all" proposition, many in the field
struggle to make learning meaningful to all students. Perhaps this is where
computers can help. whenever a new concept is introduced  into the teaching
profession there is often a rush to either adopt it immediately or avoid it
completely. Good educators and administrators realize that new theories,
materials and practices can not change the fact that there is no one perfect
way to teach. When exploring new ideas one must not abandon this principle.
so as we integrate computers into classrooms, we must bear in mind that they
are a tool to enhance our curriculums and a means to perhaps better reach
all students. They should not change the most important aspects of teaching
or dehumanize it any way but rather provide students an opportunity to
explore more meaningful and personal ways of learning.
     The authors of the text begin chapter four with a brief reminder of
these principles. they provide a synopsis of the four basic teaching models.
These models include the social models which recognize the relationship of
the person to society, the personal models which focus on how a person
organizes and constructs reality usually through emotions, the behavioral
models which concentrate on the the effect of stimuli and response and
pattern of reinforcement (think Watson's Anxious Albert-poor kid) and the
more analytical information-processing models that help people to handle
stimuli from the environment by organizing data, perceiving and generating
solutions to problems and using verbal and non-verbal symbols. computers can
help to bridge these models if they are used properly in classrooms. There
is an interactive on-line journal called Electric Soup where one can find
evidence of computers being used to facilitate several of the models. On
this web-site student can post poetry, writing, music or any other form of
self-expression. The students network with each other using video
conferencing. One can see how this type of project would promote personal
growth as students use the computers for self-expression. Another benefit of
electric soup is that students learn from the social model through the
connections they make with others, students from all socio-economic and
grade levels share pieces of themselves and form bonds based on shared
talents. In addition, students are gaining technical skills by interacting
with computers and learning how to video-conference. Another example of how
computers can put theory to practice is Marcia Linn's Knowledge Integration
Environment  project out of the graduate school of education at Berkeley.
The purpose of this project is to use computers to teach the mastery of
scientific content. Students use computers to connect on line as they
discuss and debate different interpretations of Net-based evidence.
Furthermore, the project attempts to connect science ideas to students'
lives using a scaffold knowledge integration framework. This makes learning
about often difficult and abstract ideas more meaningful to students as they
connect the information to their own lives. One can see in this example how
computers can be used to create more meaningful learning situations.
     Computers are beginning to overcome their earlier reputation for being
business machines that are best used to perform analytical functions.
Rapidly, computers are becoming a major social tool. One of our
responsibilities as teachers is to teach children how o interact with
society. Socialization is perhaps the greatest benefit of pre-k programs. If
students can not function with in the confines of society than one must
question what the future holds for them in term of success and personal
fulfillment. Jeradi Hochella relates to the authors of the text a writing
project that integrated the social uses of the computer into a history
project. Elementary school students were presented the challenge of writing
a historical biography. instead of reading the traditional autobiographies
found in every elementary school library, they used e-mail to write to
senior citizens. the senior corresponded back using e-mail from their homes
or the local senior center. By the end of the project the students had a
wealth of historical and personal information that included vignetters,
photographs and o