Tom Curry
English Argument
December 8, 1995Schools in the United States have been educating students using the same basic ideals about how students should learn since the early days of compulsory education (Schank & Cleary 66). These ideals involve teaching those in school general topics which have little aparent relevance to their lives. Subjects are taught as information "that will be useful only at some vauge point later in life" (Schank & Cleary 66) This points to an educational system that must change its methods to better involve students in what they learn. One way to do this is to integrate computers into the curriculum and to use them in ways that permit students to aquire information through a more natural process. The student would be able to explore and learn through experience, an process that assists in the retention of information and the development of literacy (Gee 20-21). It is hoped that classrooms with computers allow for a more natural learning process with more attention given to each student and a greater breadth of subject matter (Schank & Cleary 67). Computer Integration as a Way to Develop Literacy in Schools
Johannes Gutenberg is accredited with developing the first working printing press with movable type in the year 1455 (Jennett 14). His invention became one of the most important of all time as it completely redefined who could afford books and who had access them. As the technology proliferated education underwent a "renaissance" during which larger portions of the population than ever before were given the opportunity to read. Those who previously never had access to literature were soon able to own books. In the time since Gutenberg's invention books have proliferated throughout the world, today it is impossible to go through life in any developed country without having to handle a book.
Over the next centuries printing evolved into a medium that made information available to anyone who could read. This resulted in educational benefits, cheap books made it possible for those far away from learning centers to receive a copy of the material that the students at the most prestigious universities were learning. As the technology progressed great movements were taking place in the world of education. The ideas of compulsory education were developed and books were seen as a way to ensure that everyone received similar information (Rothbard 25). In the process books became the norm for education and schools developed with the idea that students should learn what has been passed down through literature. Educators evolved into knowledgeable people who knew how to explain what the students read instead of experts who taught apprentices a skilled trade. In the time before textbook education became the norm students were educated through experience. Essentially individuals developed those skills that were necessary for development through apprenticeships and hands on learning, people learned about that which interested them. Today the classroom has turned in to a "a place where [the] transmission [of knowledge] officially takes place" (Schank & Cleary xi).
The modern classroom has become a place where students are forced to learn in a uniform way. Students are given books which contain large amounts of information of which they are supposed to know enough to pass a test. The students often focus on learning what might be on the test instead of learning the subject matter. The goal of the student shifts from gaining knowledge for their own benefit to learning facts to pass a class. Students focus on taking the right notes and reading the right text instead of developing the skills that interest them(Schank & Cleary 11). The difficulty with this form of education is that it is a departure from the "natural" methods of learning with which most are born. This subject considered by James Paul Gee, he contends that individuals develop a knowledge of how they are going to interact with the world before they enter school (Gee 7). As young children, an individual's learning takes place through trial and error. Learning to walk is not something that a newborn reads about, it is something that he or she develops by watching those who know how to walk and then attempting to copy the behavior. The child learns by failing, a concept that is looked down upon by today's schools (Schank & Cleary 3).
Children do not walk on their first attempt, in fact they rarely even stand when they first try but eventually, through failure, they develop the skills needed to walk. Failure is an integral part of development that is not allowed to develop in schools. In school students are encouraged to learn the correct answers but not to find out why other answers are incorrect. Students are fed the knowledge and taught to accept without question (Schank & Cleary 3). This process is described by Gee as learning. He argues that this process is contrary to our natural intuition. He feels that students should be allowed to acquire knowledge in much the same way the young child does: by developing their knowledge of a subject through interaction and failure (Gee 7).
Acquisition or childhood learning closely resembles the education processes that took place when teaching was done from master to apprentice (Schank & Cleary 74). Students had the opportunity to use those skills necessary to perform their trade on a one to one basis. The student was able to observe how a trained professional did the job and then experiment with his or her own techniques. The development was similar to that of the child learning to walk, by observing and making mistakes the expertise needed was acquired.
When this argument is made, that education through apprenticeship is better at educating students than modern classroom teaching, there rises the question: why was modern teaching developed if students were educated so well before? The answer is complex: "educationalists" in the 1800's believed that it should be mandated that everyone receive a base of equal education (in theory this was to close the gap between the rich and the poor). (Rothbard 24) This led to the creation of the earliest form of the educational system that is in place today. As the concept of education for all grew it led to crowded schools (Rothbard 28) in which it was impossible for teachers to work with students on a one-to-one basis. In classrooms today the student to teacher ratio is about 30 to 1 (Schank & Cleary 14); this makes it impossible for the one to one instructing that made apprenticeship such a benefit. Today students sit in classes in which the teacher hardly ever asks for questions or wanders from the course plan. This creates an environment that makes it difficult for a student to learn about the subject matter of which he or she would like to learn. The decision of what is to be covered is decided by the system and not the student. This results in student disinterest and a lack of intellectual development.(Schank & Cleary 3-4)
A technology exists that would make it possible to create a system in which students could receive one to one attention, learn by failure, and develop that knowledge that they want. That technology is the computer. Computer systems have developed to the point that they can be integrated into classrooms to make them efficient places of learning.(Schank & Cleary 72) In a way, computers are the books of this century. The potential exists for them to revolutionize education and create a society which is better educated than earlier generations. The difficulty is that the effective use of computers requires a retooling of modern teaching methods.
Current student to teacher ratios do not provide those being educated with the attention that is necessary for acquisition. Students are not given the attention that they receive as children nor the attention that was given to those who received instruction as apprentices. Computer integration could greatly decrease effect of a lack of teachers by allowing each student to have one on one interaction through their own computer terminal. Students would be able to pursue any questions that they might have using the resources found on the Internet and on software programs. In theory students would find the answers on their own and get more detailed answers to their specific questions. This process requires that teachers take on a new role. No longer would they be instruct, they would guide. The teacher would take on a more parental role and guide the student through problems and hopefully show the individual where he or she is wrong.
Computers would create a format for students to pursue their interests and explore what they wanted to learn. This is possible because the computer provides the student with resources that are not currently found in the classroom. In the words of John Sculley, former Chief Executive Officer of Apple Computers, students would be provided with "a classroom with a window on all the world's knowledge" (Gayeski 99). Information could be provided in a way that was previously impossible. Instead of having to get on a plane or imagine what something is like, students could be provided with the opportunity to see and experience things outside of their environment without leaving the classroom (Gayeski 100). The availability of this breadth of information creates an atmosphere in which a student can experience that which interests him or her.
In finding the answers to specific questions about what interests them, students also learn through failure; a process which encourages the acquiring of knowledge. If used properly it is possible for computers to provide students with examples of real life experiences from which they can learn. Just as a child learns how do walk by doing, students would then be able to learn by doing. Students would undoubtedly fail but they would be able to learn from the failure by trying again. The classroom is the perfect setting for this sort of instruction since it is often difficult to take back what you have done in the real world. In the classroom the student also has the benefit of the teachers knowledge. A good teacher would be able to "provide challenges, encourage risk taking, correct errors, and provide context" (Schank & Cleary 76). Allowing for failure, combined with teacher guidance, results in acquisition.
Some opponents of computer integration point to the fact that with increased interaction with the monitor, students will lose their ability to communicate with others. This can be overcome with proper use of the computer. If students have to complete projects such as presenting the information that they have acquired to the class in oral presentations or if they have to compose e-mail letters to experts on the subject which interests them, they will not lose communication skills. This process would prevent students from losing their ability to write while permitting them to explore what interests them.
There are other difficulties that need to be addressed or overcome before computers can be integrated into the classroom. These problems, which include financing, computer turnover, effectiveness of current software, and educating teachers, are the main reasons that computers have not already been effectively used in most classrooms. Not all of these difficulties can be overcome by those in the field of education. The development of computer software must be left to time and the program designers; while the life cycle of computers can be taken into consideration by those planning the curriculum, the necessary advances in technology must be left to the manufacturers.
Those responsible for schools and school districts must consider the costs of sucessful integration and plan accordingly. In order to finance computers in the classroom those in decision making positions must be prepared to make difficult decisions regarding the way money is allocated. A full commitment to computer education involes the costs of: teacher education, updating computer systems, buying software, and connecting classrooms to the Internet. The long term budgets of the education system will be effected if classrooms are to become fully integrated.(Kinnamen 70) Without the support of the people in charge of the distribution of finances computer integration will never reach its full potential.(Gayeski 30)
Computer integration requires a commitment to changing the way schools operate. The obstacles that must be overcome lie in many different areas and involve a variety of individuals. It is hoped that through an increased awareness of the subject matter, these individuals will be convinced that computers in the classroom will benefit students and provide them with a superior education.
Tom Curry is a freshman at Carnegie Mellon, in the Carnegie Institute of Technology. His e-mail address in < curry+@andrew.cmu.edu>Click here to return to the classes home page.