When questions arise in schools today about instruction, accommodation, differentiation or intervention, the first solution often proposed is “let’s use the computer.” Unfortunately, the most important question, “How will it be used?’ is not addressed. The use of technology without teacher planning, direction, input and feedback can easily make a problem worse instead of better. The proper guidance of a teacher is usually more important than any piece of technological hardware or software and will ultimately determine the success or failure of student learning as a result.
While it may be tempting as a teacher to use a computer or tablet as a way to make our lives easier by helping with grading, lesson planning and other easily digitized tasks, it is important that we always keep student learning and outcomes in mind when we plan lessons involving the use of technology devices. The internet is a great source of information when students are taught to use its resources properly. Online programs are great delivery devices for getting content from teacher to student and from the student back to the teacher. Computers can even be a great way to assess and track students, but to be used effectively, they must be a tool that is used by a skilled teacher who is providing careful monitoring, feedback, direction and purpose. Without a teacher’s supervision and implementation, technology devices become like a lesson with no focus and even worse, can become a distraction from real learning.
How many times have you seen schools praised or even judged based on how many devices they have or what percentage of students have access to technology? How many school improvement plans prominently include more technology devices as part of the plan? Having computers, tablets and access alone does not guarantee better student learning; only the proper application of them can do that.
When someone asks me the question, “What computer should we buy?” or “Should we get computers or tablets?” my answer is frequently, “It doesn’t really matter that much.” The real question should be, “What do you want to do with them?” “What is the education purpose and how will student learning be increased?” If these questions can’t be answered, then the purchase of technology devices should take a backseat to gaining a better understanding of how student learning will be positively impacted. We should first determine how using the devices will enhance student learning in the delivery of lessons by the teacher. In addition, we must assess whether online or other computer resources are available to accomplish our goal and whether teachers will be able to use them effectively and efficiently to extend learning, more quickly deliver lessons, help with diverse student populations and complete tasks that will add value to a teacher’s lessons.
Having access to modern technology in the classroom by both teachers and students can serve to greatly enhance lesson delivery and student learning but using it improperly can be a hindrance and distraction from learning. Make use of technology when it can add value to the lessons you already teach or give you a way to deliver instruction to a wide variety of students but, avoid its use if it is only being used to say that technology was used. Student learning is always the goal and technology used correctly is a great tool for accomplishing that goal.