Good question! I don't see that happening. What I see is no using technology or not using it to its potential. Mathblasters, phonics, flashcards, Accelerated Reader - AARRGGHHH! I will worry about this once I see lots of technology use in schools.
Right now I see teachers making desperate attempts to include a little "computer time" in their instruction. They are not yet comfortable integrating the use of technology to enhance existing curriculum. I dont think teachers will become computer lazy, because they don't know enough about computer software to overuse it. I think we have a bigger concern in getting teachers to realise how much they can use technology to meet curriculum goals. (Elizabeth)
I worked briefly as a 'supervising teacher' for a computer assisted learning program that used Success Maker. Basically, every kid in the school cycled into my lab 2-3 times a week for 40 minutes of remediation in math and reading. Now I have serious issues with that particular software, however, there was some remarkable progress being made by many students. While mostly my job was to make sure the kids were on task, I was also there to intervene when students needed more scaffolding or instruction than the software could provide. While this isn't even using technology to enhance existing curriculum and is a very basic use of technology, I would argue that it remains a promising use. As for teachers becoming computer lazy, I don't think this can happen because there is no software out there that can do all the teaching and scaffolding students need... and any teacher who thinks there is needs to reevaluate their career. Maybe as educators we should take a leadership role in educational software development so we can ensure new software enhances and extends learning rather than attempts to replace good ol' fashioned teaching? --Jessica
Currently in my school like Elizabeth, I see some teachers attempting to include some computer time into their program. Having students sit in front of a computer and 'explore' game sites week after week is not using technology to its potential. Yet I have also seen smooth integration of technology into classrooms where it is another tool being utilized for research and to demonstrate learning. These teachers are much more comfortable with using new programs and software yet do not appear to be heading toward becoming 'computer lazy'.They are innovative in their approach to teaching and utilize a variety of computer resources to enhance their teaching as well as other resources. There was one time that I became somewhat alarmed when a teacher was becoming dependent on a computer program to teach math. Fortunately it was not in my own school but in my son's school. The math teacher used a particular software program to teach math and the expectation was that students would purchase it and use it at home. My own kids rarely went on it at home but it was frequently used in the classroom. Was he dependent on it to instruct his students and becoming 'computer lazy' I am not certain but your question did cause me to reflect on the possibility. I agree with you that as educators we need to become proactive and take a leadership role in developing/evaluating educational software to support our teaching and our students' learning. This could be a whole new career after we retire from teaching! (Cindy)
I thought of this question more in terms of if there were 1:1 computer to student ratios in schools...then would there be the worry of teachers getting computer lazy. I guess I should have worded it differently. I think that with these 1:1 ratios teachers may learn to depend on the computers rather than use them to assist their teaching. Dunleavy suggests in his article that some of the teacher he observed simply gave the students brief instructions and then sent them to work. Dunleavy's concern was that some of the teachers depended on the software to instruct and scaffold the students.-Jean
I see the teachers that are interested in teaching laptop classes or schools will want and need constant professional development. Teachers that seek professional development above and beyond what is offered on pd days tend not to be 'lazy' teachers. When I asked my nephew and sister-in-law they both said, his teacher is far from lazy, constantly updating sites, marking, finding innovative ways and tools to work with kids in their learning process. I look at Joyce Valenza as an example. Does she ever sleep? How can she get so much done in one day? I agree with Jessica that software can enhance learning rather than replace teaching. Val
Jean, I thought about what you intended by your question, and how Dunleavy's concern was that teachers might become too dependent at times on the software to instruct and scaffold the students. My first thought was that teachers might be giving "briefer" instructions because their students' attention spans may be declining. Maybe the use of laptops, and the speed with which students can work through tasks, leaves them unable to concentrate for long to verbal instructions? Maybe this is also connected to a classroom management issue for some teachers? My hope would be that students would receive adequate verbal instructions and teacher interaction, and not have to be completely glued to their computers for all of their instruction. Those were just a few thoughts... (Ronda)
I definitely dont think that all teachers would get "lazy" with the implementation, but I do agree with your point Ronda about teachers giving briefer instructions. I have been in the computer room before with my students and I have a hard time not becoming involved deeply into my own thoughts and maybe even some marking. This, I think, is because the computer software is developed to instruct students initially and along the way. I think that with the implementation of laptops some teachers may learn to depend on the software for instructions for some assignments/subjects. I think it would be beneficial in a way becasue than rather than taking up valuable instruction time teaches could give briefer insttructions and focus on struggling students. More time would be available for circulation...what do you think?-Jean
I think it's important to note that teachers could gain time to work not only with struggling students, but with accelerated ones as well - it's been my observation that they're often left out because the rationale is that they'll be able to do it on their own. But just think - if we invested the same time, effort, money, expertise, etc. on our bright students - imagine what they could do! Another point to ponder: sometimes I wonder if a 2 to 1 ratio might be a better one for computer users - can anyone see benefits to this proposal? (Linda)
Hmmm, interesting idea Linda! One of my concerns with 1:1 laptops is that face-to-face time between peers and teachers and students will decrease, leading to a decline in social skills. A 2:1 ratio might nicely deal with that concern! While the Penuel paper does mention a study (Russel, Bebell, and Higgins, 2004) that found that found advantages to 1:1 computers over 2:1 (teachers used the machines more across the curriculum and students used them more at home, and there was less large group instruction in 1:1 classes), I think this issue deserves further study. We know the value of collaborative learning and peer talk in classrooms, and having 2 students sharing a laptop would ensure students were engaging with eachother personally, and not just electronically. Web2.0 tools are great for collaboration, but so is working with a human partner sitting at the same table! I also agree with what you said about accelerated students as well. We do need to invest more time and energy on their learning... but laptops could be a very powerful tool for those students. Think of the resources that are suddenly available to those students! Web2.0 tools provide increadible opportunities for extension activities... if we take the time to set students up to take advantage of them.
The Dunleavy paper mentions a math class where a teacher was refering students to the 'hint' button on a math website with they had a hard time with a problem. Is this being lazy, or taking advantage of a good resource? I suppose of he was sitting at his desk reading a novel while telling them this, he'd be lazy, but instead he was taking the extra time he had to circulate and help students who were really struggling. Plus, he was encouraging students to try and solve difficult problems on their own. I think teachers likely to become computer lazy are the teachers who are already lazy in other ways: read-this-chapter-and-fill-in-the-worksheet types. I don't think laptops will turn good teachers lazy, but it could certainly make lazy teachers even lazier. --Jessica
I agree with you Jessica that those who would be lazy with the laptops were likely lazier to begin with. I think "computer lazy" is a term that can be very negative at first sight. I took a good look through Dunleavy's examples and I think that in some cases teachers were making great use of this inovation, in others I think it scares me to think that teachers are depending on the software to scaffold the kids. I did like that he mentioned that those kids who were introverted would likely benefit from learning through this fotware because they could type in a question in the "help" section. I guess it just frightens me that there is less authentic instruction, scaffolding and advice with the software that is generated to do all this. I agree that it is very helpful to the teachers who are using it along with their typical instructions, but with 1:1 laptop ratios in al the classrooms I can see an eventual dependance on software instruction. Maybe "computer lazy" isn't quite the right term...how about computer dependant? -Jean
Comments (0)
You don't have permission to comment on this page.