Mohit Srivastava
76-100o
Sauer
5/3/97
Using Computers Effectively in Pre-College Education
The latest trend in public education is technology ö specifically multimedia computers and fiber optics (Lederman 54). Certain features provided by computers, such as interactive drill-and-practice routines, quick information retrieval, simulation capabilities, educational games, and broadened communication do make them attractive in the classroom (Bailey 2, Lederman 54, Batson 44). Schools and education administrators are often quick to recognize these features and accordingly invest in computers (Lederman 54). Critics, however, insist that schools express some caution before doing so (Lederman 54). They argue that computers often act as distractions and are costly (Lederman 58). Furthermore, they cite studies, such as recent evaluations of IBMās Writing to Read program, that have shown computers to have little effect in the classroom (Lederman 56). Nonetheless, even most critics do see some benefits of computer technology in the classroom (Lederman 54). The most extreme critics view computers useful in academic endeavors only as information retrieval tools (Lederman 54). On the other hand, the most extreme proponents envision computers as effective replacements for teachers (Batson 46). Thus, the essential issue of the computers in education debate is not whether or not computers belong in the classroom, but rather the extent to which they should be used.
Before going any further, letās explore the immediate drawbacks of investing in computer technology for the classroom. First, the up-front expense for hardware and software is tremendous, often in excess of $3000 per machine (Lederman 58). This is not a one-time cost, however. Computer technology has a short half-life and has to be replaced at least every five years to be effective (Green 17). Thus, teachers themselves have to be trained frequently to keep pace (Ragsdale 158). In addition, affluent schools can maintain better computer hardware than poorer schools thus widening the gap between the rich and poor (Lee 23). In fact, a study by the University of Minnesota found students in the 1200 wealthiest school districts in the United States 4 times more likely than students in the 1200 poorest districts to have access to computers (Lee 23).
Can the benefits of computers justify their costs? Computers and information technology have already proven their ability to capture the interests of children. Middle-school students of today voluntarily "spend the greater portion of their lives staring at tubes of kind or another; television, Nintendo, MTV, and computers are for this generation the primary medium of cultural transmission" (Winner in Blanchard 79). The dominant influence in studentsā lives is the "13-inch screen," not the book, newspaper, or magazine (Winner in Blanchard 79). Students simply find the brilliant sounds and images of popular media more interesting than anything presented in the classroom (Blanchard 80).
The teaching power of computer and information technology in pop culture is two-fold. First, children more readily receive information from a computer or television screen than they would have from a printed page (Blanchard 80). However, Ronald G. Ragsdale is quick to point out that an event portrayed on a television or computer screen is often "very different from the actual event" (157). A series of newspaper articles or books will unquestionably provide a more in-depth and accurate representation of an event than a television segment (157). Computers have also demonstrated their teaching power in pop culture in the form of video games. Modern video games often include fairly detailed plots and involve complex problem solving (Bailey 3). Yet, even young children who would ordinarily find such plots boring on paper find them interesting when presented in the form of a game (Bailey 3).
Academic education, as opposed to pop culture education, involves more than just a surface level understanding of general information and storylines (Applebee 17). Letās define some key elements of a pre-college academic education in its current form and in the broadest sense. First, grade school academic education does involve acquisition of a general body of facts such as geography and historical names (Batson 46). It is important for all students to know the capital of the United State, for example. Next, through books and efforts of the lecturer, there is emphasis on more in-depth knowledge (Batson 46). In humanities subjects such as English, attention is given to readings of many respected authors such as Shakespeare (Hirsch 26). In a particular science, in-depth knowledge refers to reading and comprehending the compilations or books of those most well-known in the field (Batson 46). Lastly, grade school education involves critical thinking, reasoning, and application of knowledge (Applebee 17). In an English class, for example, this involves writing, critical analysis of works, and oral presentation (Applebee 17). In a science class, reasoning involves the ability to formulate and solve problems (Batson 46).
Can a computer effectively address these three elements of pre-college education ö general acquisition of facts, in-depth acquisition of knowledge, and critical thinking and analysis? Furthermore, can a computer add new dimensions to pre-college learning?
For the first element, acquisition of factual knowledge, the computer excels (Lederman 54). Software packages assisting in this category are of two types -- information retrieval and interactive drill-and-practice (Bailey 2). Even critics of computer technology support electronic information retrieval systems because they do not intrude or alter the traditional classroom setting (Lederman 54). Examples of information retrieval systems include local and nationwide library catalogues that can be reached via modem-equipped computer (Lederman 54). Furthermore, shorter works such as newspaper and encyclopedia articles can be readily obtained on CD-ROM (Lederman 54).
The second type of software assisting in acquisition of factual knowledge is the drill-and-practice program or interactive game (Bailey 2). In the case of drill-and-practice programs, the computer keeps on drilling a student about a set of facts until he/she demonstrates mastery (Bailey 2). Newer types of such software are often implemented in the form of games using multimedia to keep younger students more interested (Bailey 3). In general, drill-and-practice or over-learning is viewed necessary to acquire facts (Bailey 2). As a result, there are relatively few critics of drill-and-practice programs because the programs simply make the process of committing ideas to memory easier and less dull (Bailey 2).
Regarding the second element, acquisition of widespread in-depth knowledge, there is much debate. Many view books and reading as the only way to gain in-depth knowledge (OāLeary 2). In his editorial, Learning to Fly, Jay OāLeary questions, "Would I have been so eager to read about the achievements of the Wright Brothers if I could have flown a simulated bomber in my living room? I can only answer ĪI hope so.ā Reading has carried me much farther than any movie or video game has" (2). OāLearyās argument is clear. He believes reading, and reading alone, leads to a desire for more in-depth knowledge (2).
On the other hand, certain individuals feel books do little to motivate students (Batson 46). They argue that books are far removed from the process of knowledge creation (Batson 46). According to Trent Batson and Randy Bass, many teachers have long wanted their students to be more connected to the process of knowledge creation and discovery (43). Computer technology makes this possible. "Instead of reading about medical ethics in a textbook, teachers would like students to see the story of a person who, because of injuries, wants to die--calling into question our societyās beliefs about Īthe right to dieā" (44). Clearly, such an interactive program has its merits and would likely keep students interested.
Furthermore, Batson and Bass differ from OāLeary in their definition of knowledge. OāLeary views knowledge in terms of a body of information (OāLeary 2). Batson and Bass propose that the current information-based educational system is flawed, and knowledge needs to be viewed not as a body of information but rather as a process (46). They claim "digital culture" will make information readily available, and the process of discovering this knowledge should be taught (46).
The third element of grade school education refers to critical thinking and application of knowledge. The harshest critics argue that computers can actually hinder the reasoning abilities of grade school students in math and science endeavors. Frank Barnes, a professor at the University of Colorado, comments that students nowadays know a tremendous amount of facts (Lederman 56). However, they are lacking in the ability to take their knowledge and apply it to solve problems (Lederman 56). Much of this may be in part to the fact that calculators and computers in grade schools speed up calculations but keep students from learning necessary concepts (Lederman 56). Nonetheless, when used with caution, computers can assist thinking. If students are having trouble envisioning some scientific phenomenon needed to solve a problem, computer simulations can make things clearer (44). In English classes, critical analysis of readings is best left solely to humans. The ability to critically analyze documents is only acquired with practice and exposure to a broad base of readings. However, collaborative critical thinking could greatly be enhanced with the communication capabilities of computers (Batson 46).
Collaboration is a needed element of grade school education, and digital culture will make it possible. Teachers, for a long time, have tried to decentralize the classroom and shift from the role of presenters to facilitators (Batson 43). They see the need for collaborative learning in order to mimic real world situations (Batson 46). But, when students are broken into groups, the teachers are unable to monitor each group (Batson 46). Unlike books, computers lend themselves to group activity. If computers are placed in a room, students will happily cluster in groups around the machines (Batson 43). Furthermore, the communication capabilities of computers make possible collaboration with students and experts outside of the classroom (Batson 46). Some examples include virtual "visits" to foreign countries and reading of discussion boards specializing in a certain field (Batson 46).
Many educators argue that another needed element of grade school education is computer literacy, or the ability to effectively utilize computer technology (Green 12). They believe that since computers are so widespread and because computer knowledge is so valued in the job market, it is crucial that computer skills are taught in school (Lederman 56). Minimally, grade school students should know how to send e-mail, use a word processor, and manage files and directories. However, the opposing view maintains that because computers are so widespread in society, students already known what they need to and do not need to be taught computer literacy in school (Lederman 56). According to Edward L. Lederman, "none of the professors I interviewed complained their students lacked computer literacy" (56). Interestingly, Harry Lewis of Harvard University maintains that even potential computer science majors need not study computer programming in high school (Lederman 56). There are two main reasons why. First, computer technology changes very quickly, and it is simply too difficult for high schools to keep pace with the changes (Lederman 56). Next, computer literacy depends heavily on other skills -- spelling, simple math, and typing (Lederman 56). It is more important that these three basic skills are emphasized in high schools (Lederman 56). According to Lewis, the area in which computer science students were most lacking was mathematics, not computer skills (Lederman 56).
Ragsdale also expresses caution when dealing with pre-college computer literacy efforts in the classroom (161). He claims just as knowledge and wisdom can be confused, being able to use a computer successfully and being able to apply a computer successfully can be similarly confused (161). Oftentimes, students express premature satisfaction when they have learned how to use a particular piece of software but have little to no understanding of the process (Ragsdale 161). Consider the following extract from Ragsdaleās field notes:
Most of the students I interviewed, if they had tried BC Lumbering said it was too complicated, too difficult. One, not a particularly strong student, said it was his favorite program. When I mention that some people said it was complicated, he says, "Not, really, itās just hard to understand, like itās a fun game to play, but itās hard to understand." That, to me, was a good illustration of dividing the program up into compartments. "Can you do it?" was the important part. He could "do" BC Lumbering: he could put in things so that pictures, graphs and so forth would appear. "Can you understand it" was another thing.
This example demonstrates that if students are to truly gain from computers, then teachers will have to set a frame of reference (Ragsdale 161). This will prevent premature satisfaction attained due to mastery of computer techniques rather than the skill at hand (Ragsdale 161).
Before allocating money towards the latest computer technology, a school must have a clearly defined strategy as to how to integrate computers into the current curriculum (Batson 45). Based on the information in this paper, what is an effective strategy? First, nearly everyone agrees that computers do belong in schools in one form or another (Lederman 54). However, given the budget constraints of poorer schools, this is not always possible (Lee 23). Harry Lewis of Harvard University maintains that even computer science students need not have any prior high school experience in computer programming (Lederman 56). While this may a bit extreme, if a student has a reasonably strong foundation in mathematics, spelling, and typing, none of which require computers, attaining at least competent computer literacy will be relatively easy (Lederman 56). Thus, for budget conscious schools, allocating resources towards these three core subjects could make more sense than investing in computer technology.
Schools with slightly higher budgets should examine the computer as a means for acquisition of factual knowledge first. Costs for information retrieval systems are relatively low (Lederman 54). A limited number of machines is needed because all students will not use these machines at the same time. Furthermore, information retrieval systems do not have to be extremely powerful, so even as information retrieval software is updated, older technology may still suffice (Lederman 54). If so desired, these same machines could be used to run drill-and-practice programs and interactive learning games. With such use of information technology, curriculum changes would be minimal because computer technology would be used primarily to replace older study and researching methods but would have little effect on the teaching process in the classroom.
The most ambitious schools would be willing to fully invest in computer technology, make significant changes to the curricula, and provide extensive teacher training. Nonetheless, acquisition of widespread in-depth knowledge w ould probably still be best left to books and classroom lectures. Much of the information provided on television and computers is too narrow (Ragsdale 157). Multimedia software with impressive graphics and sound could be used to increase a studentās interest before reading a book and a studentās understanding after reading a book. In terms of critical thinking and reasoning, computers, like calculators, would be used carefully in order not to hinder acquisition of important concepts. These ambitious schools would also use computers to foster group work and communication capabilities to promote out of classroom learning. Lastly, these schools would find it useful to teach computer literacy courses.
In this paper, we have shown that computers are not always magical devices that will replace teachers and eliminate all problems in the current education system. Computers are costly and are useless if teachers do not know how to use them. However, with effective strategy and a realization of the limitations and capabilities of computer technology, computers can be integrated effectively into most pre-college schools from affluent to poor.