Running Head: New Technologies in the Classroom

The Death of Books: New Technologies in the Classroom Jacob W Torres St. Edwards University

New Technology in the Classroom Introduction My freshmen year of school, in an English class, we took turns reading, popcorn style, the works of Shelly, Byron, & Shakespeare. My little sister, six years my junior, does the same thing in her freshmen English class, taught by the same teacher I might add. The key difference, however, is rather than reading from multiple textbooks, as I did, she reads these same pieces of

literature from a computer screen. In fact, most of her schools books are inside her laptop. This amazes me. I have terrible, fond memories of registering for classes and picking up 7 textbooks, each weighing in anywhere between 4-7lbs a piece. My little sister does not have to deal with this. No, instead she stays at home, simply downloads her textbooks, and is spared the excruciating back pain that I endured. Furthermore, during lecture, her teachers are now encouraged to incorporate videos, computer programs, and interactive technologies. In theory, the purpose of the new technologies is to teach the same subject different ways, to track progress of students, and to speak the same language of kids who grew up in a digital age. This type of schooling is relatively new, and its effects are certainly not yet known, however I argue that it should be pushed forward as the preeminent way to teach, in effect, phasing out hardcover textbooks. The assertion, that books needs to be removed to schools, however may stir some confusion, which I will also attempt to address. The decline of the book is not a bad thing, nor is it a sad thing to be mourned. The next generation of children may never know what it feels like to flip through a book, but why, in this age of rapid technological breakthrough are we holding on to a medium that is now as antiquated as the telegraph. Recent findings by the Hayes Connection and the Greaves Group looked in to just how many schools are engaging in the new method of teaching through laptops and found that around a quarter of the 1,000 respondents of

New Technology in the Classroom the 2,500 biggest districts in the nation have already adopted this new method of teaching (Hu 2007).

Technology moves people forward. It allows for society to advance and steps to be taken to improve upon where we are. Going back to my little sister, her back is spared thanks to technology. Furthermore, I argue that she is receiving a more integrated and generational specific means of learning than I received. Generationally specific, or a medium said generation is comfortable engaging with, is the channel in which they are most fluent or relaxed using to communicate. The younger generations receive cell phones earlier than any other generation of the past. Some have been using social media and linking with friends across the globe before they even enter high school. These kids have lived with the screen their entire lives, and the age at which they develop an affinity for and skills with technology is getting younger and younger. Every day I see a parent who uses their ipad, or iphone, as a toy to pacify or occupy time for their children. At this rate, babies will not only have an umbilical cord at birth, but a set of standard issue ipod headphones, keeping them plugged in to the outside world. One must ask, does it make sense then, to force this tech generation to stare at a book, when their entire lives they have had the luxury of a screen? This issue is highly polarizing, with camps divided into those who want children to be technologically literate and those who prefer them to receive the same standard education, as before. This however is problematic too. I believe that if schools are not responsible for creating a technologically literate student they are, in effect, increasing the gap of the digital divide. The term digital divide is commonly defined as the gap between those individuals and communities that have, and do not have, access to the information technologies that are transforming our lives. As of 2010, an estimated 239,893,600 people, approximately 77% of the

New Technology in the Classroom American population, was using the internet. By not embracing new technology in classrooms, school districts are signing students up for a life of playing catch up. Furthermore, in a longitudinal Pittsburgh study by Kraut and Patterson, research implies that through internet usage social capitol increases. In other words, Internet usage increased rates of individual participation in community activities as well as levels of trust. Additionally, these increased levels of involvement were greatest for participants who had previously been the least involved

(1998). Finally, in addition to being beneficial for the student, and the community, access to new technology is perhaps greatest for the country. Research has indicated that the digital divide is closely related to the knowledge divide, and stress that the smaller the divide the more knowledgably to general population. For our nation to keep pace with innovations and generate new ideas, people need to promote and produce knowledge. This is why technology, and more importantly knowledge, is essential for a society. However, not all are onboard that technology is a better method of teaching when compared to a book. Anyone who has lectured whilst students sit with open laptops can attest this and acknowledge that it is not the most focused form of learning. Classical Curriculum Focus seems to be the largest issue with educations integration of laptops into classrooms. A 2007 article looked at specifically at a High School in Liverpool, NY. The school, after seven years, decided to phase out their one laptop for every student policy as a result of downloading pornography, exchanging answers on tests, and hacking in to local businesses (Hu). Furthermore the students laptops were plagued with misuse, constant need for repair and lack of focus in classrooms finally warranted the recall on the laptops. All of this, on top of early proof that computers do no improve standardized test scores. A longitudinal study

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the Texas Center for Educational Research has so far found no overall difference on state test scores between 21 middle schools where students received laptops in 2004, and 21 schools

where they did not. However, some data suggest that high-achieving students with laptops may perform slightly better in math than those without a laptop. The question then persists, should schools really be integrating technology into the classroom, or leaving that up to the home? With programs like Jump-Start education is now possible at home, and with correlating programs for age groups, learning does not end after school. Furthermore, jump start offers programs for

grades as low as Pre-K, introducing children to computer programs before they begin socializing in schools and before many are able to read. Psychological research has shown that children's imaginative play is important for their social, emotional, cognitive and language development, and when substituted with computer entertainment and socialization children have been found to lack creativity and spontaneity. During a symposium stressing the dangers of unproven technology in early childhood education, researchers presented on topics detailing the results of stressing tech-playtime as opposed to actual imaginative play. Their findings indicate that those who do not engage in social interaction of early childhood play are more likely to be intellectually, socially and emotionally ill-prepared for kindergarten. This begs the question, when is the proper time to introduce laptops to children that will facilitate learning and will not create a distraction? Technologically Literate Curriculum A school district 20 miles north of Charlotte, NC may have found the answer. They have introduced Mac book airs into their Intermediate schools, with great success. Though the decision has come with great adversity, 37 teachers were released from their positions and 28 other faculty were eliminated, but the school has been used as a symbolic success story time and

New Technology in the Classroom time again. Mark Edwards, the superintendent has spoken many times with the White House &

Department of Education panels on how East Morrisville Intermediate has become so successful. He believes the cause of increased attendance, test scores, and graduation rates are directly linked to the new technology introduced into the classroom. Furthermore, East Morrisville has thrown out the old style of teaching, opting instead for more small group, discussion facilitated, learning. This new style of teaching seems to be where Liverpool has failed. The difference in the two is that Liverpool has given laptops and free reign to their students, using the same formulaic, teacher-in-front lecture. On the other hand, Morrisville boasts a different method, where students learn from each other in their groups, while teachers will swoop in when necessary to give guidance or introduce new tasks. This type of learning has attracted attention across the nation, and visitors often drop in to examine the students. One 11th grader likened the experience to that of being a lab mouse. However, that response is generally the minority as most of the children are embracing the new technology in the classroom, claiming to not even remember what it was like before it was introduced. Students, not as talkative during discussion, are able to communicate with teachers and students through the use of online in class discussions. Some, like 5th grader Chase Wilson, say the technology frees them and opens them up, Im not a very social person, but I have no problem typing on a keyboard. In math subjects, children use personalized software, allowing teachers to see specific needs of students and apportion their time where necessary. This has allowed student with learning disabilities to engage and succeed in mainstream classes. All of this, and Morrisville ranks as 100th of 115 for amount spent per student. Furthermore, with the leased Mac Book airs, totaling at $215, per student per year, the school is able to cope with the larger class sizes that comes with a loss of teachers through their technology.

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Research by Dr. Clay further cement the data found in Morrisville. Her 2006 study found that the new technology, when used appropriately, was just as helpful to teachers as it was to students. The perceived anonymity of typing answers during course discussion not only aided the students engaged in discussion, but was used as indicators for teachers for interactive games, provided more integrated and involved ways to teach. For example, during power point presentations a slide might appear asking a child to do some sort of math problem. The slide is then followed by a multiple choice answer. Rather than raising their hands, or not raising them in the case of a child not confident in their self, they will anonymously type their answers in to a laptop. This info is then sent to the teacher, who can identify specifically their answers and give attention where it is needed. The teacher also has the option of displaying the information in colorful graphs, if the say choose. Conclusion Technology can be a great force in aiding in the learning process when done correctly. Teachers cannot use old models of teaching and simply introduce computers and hope the pieces will fall in to place. If technology is to be introduced as the focal point of the students education, teaching styles should account for it. Morrisville seems to be on to something great with their teaching style. They have introduced the technology early enough in students academic careers as a learning tool. I see that too as a major difference between that an Liverpool. To the students there, the laptop was given the same function as their home life computers, leaving them susceptible to the same distractions as their home life. By implementing software based learning programs, teachers were able to stay on top of the students, making sure they were not using the laptops for hacking or pornography.

New Technology in the Classroom This seems to be one of the largest parent arguments against embracing the new technology in schools. The dissenters argue that the internet is a large and scary place, and it is not somewhere they would like their children to spend the majority of their time. Furthermore, some parents are just against the idea of their kids staring at a screen for that long a time. All of

these questions were posed to one Indiana school district in Munster. Last year, they went so far as to remove all of their textbooks from schools, a process that took Morrisville 5 years, and replaced them with computers rented for $150 a year. Price was argued, however representatives informed parents that the fee they were paying were equal to that they had paid for textbooks the previous year, and included insurance. Children embraced the shift as a natural evolution in education, however the teachers were slow to let go of their old curriculum. One notable teacher, Ms. Stafford, 62, is just a few years from retirement. She believes the plan is not a shift towards new technology, but perhaps a zealous adoption of new curriculum. She states, The best programs out there needed the technology required to implement it. It was time. I am in favor of implementing technology in classrooms. During my years of high school I remember seeing the early stages of this shift, as smart boards and large projectors were put in to every classroom. It is interesting to study just have far schools have come in the four years since I left. Providing a laptop for every child, opening new doors of knowledge, is now a possible reality. However, this issue will need more research before its effects are truly known. Longitudinal studies are still in their early stages, and generalization of results is not yet a possibility. This technology is being embraced in districts that can afford it, but if this technology is to be embraced across the nation more empirical evidence should be provided to show that it is a beneficial initiative.

New Technology in the Classroom I believe that psychologists should be working closely with these districts, monitoring every test score and constantly visiting classrooms to observe exactly how children & teachers are interacting with the new technology. Furthermore, as more districts switch to a tech route, the greater Power the study holds. If they can increase sample size more, they will be able to

make generalizations about the overall population. In short, the more students they examine, the better they will be able to judge the effectiveness of the technology. The more students using the technology, the more longitudinal studies they can engage in. Furthermore, as more schools adopt the technology, the ability to use cross sectional examination of the students will become viable. Cross sectional examination would look at students in the same school across different grades levels. For example, they could observe the results of 3rd,6th,& 9th graders for 3 years. This, coupled with a long term study could shed necessary new light on to how effective technology is in a school environment. As more results are released for these studies, I expect to see a greater shift towards technology and away from classical textbook curriculum.

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CITATIONS Belar, C. (2012, April). Technology and Education 101. Monitor on Psychology, 43(4), 75. Clay, R. (2006, April). Making Next generation tools for teachers. Monitor on Psychology, 37(4), 50. DeAngellis, T. (2011, October). Making Is Technology ruining our kids?. Monitor on Psychology, 42(8), 62. Hu, W. (2007, May). Seeing No Progress, Some Schools Drop Laptops. The New York Times, http://www.nytimes.com/2007/05/04/education/04laptop.html?_r=1&pagewanted=all. Patterson, M., & Kraut, R. (1998). Internet paradox a social technology that reduces social involvement and psychological well-being. American Psychologist, 53(9), 1017. Schwarz, A. (2011, 18 October). Out With Textbooks, in With Laptops for an Indiana School District. The New York Times, http://www.nytimes.com/2011/10/19/education/19textbooks.html?_r=1&pagewanted=all Schwarz, A. (2012, 12 February). Mooresvilles Shining Example (Its Not Just About the Laptops). The New York Times, http://www.nytimes.com/2012/02/13/education/mooresville-school-district-a-laptopsuccess-story.html?_r=1&pagewanted=all Education Leadership Conference (2006, November). New Technology allows for instant, Inclass surveys. Monitor on Psychology, 37(10), 37. Symposium : play and dangers of unproven technology in early childhood education (2003, August). Too Much Technology, Too Little Play The Rise of Technology and Demise of Play in Preschool Education. Monitor on Psychology, APA