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Technology In Primary Education, Boon Or Bane?
code_rage writes "This article in the San Francisco Chronicle attacks the zealous use of computers in grade school. In a time of teacher layoffs, San Francisco schools are buying 450 new computers with federal and state grants. The effects on education go beyond the initial costs: educational methods are suffering, as children are learning PowerPoint and teachers are becoming unpaid SysAdmins and content censors. This article is a well-written and brief update to Cliff Stoll's book High Tech Heretic: Why Computers Don't Belong in the Classroom." Update: 12/01 00:40 GMT by T : Ooops II-- "Classroom" is now correctly spelled.
At my school we have Pentium 4's - but then people started to play games on them (we use Windows 98 either, so nothing stopping people from installing software).
So they underclocked them so people can't play games any more.
First off, I'd love to have a kind of computer 450 of which cost just short of 1M$ -- that would be almost 2K$/computer. Not exactly a budget cut type of purchase, if you ask me :-)
Second, they would not be having the technical problems they do now, had they not gone with that infamous OS from Redmond, plus they would save much on the OS/support costs.
But this is all secondary. The most important fallacy in blaming the computers for dumbing the classrooms is in that the teachers don't have a clue what the computers are for. Where I went to school, the games were prohibited. You had do write you program using pen and paper. Then you had to prove (in D. Knuth's way) to the teacher that it works. Only after that you were allowed to type your code in and try compiling it.
As for the web, IM, chatrooms, etc, one has to be blind not to recognize this as entertaintment which is not the purpose of the school. I would not have internet connections from classroom computers. Local network is fine, but one would have to prove than (s)he really needs Internet access for that project before the access is granted.
It's like bringing TVs to school. While they can definitely be a source of important information, hardly anyone would fancy buying TVs for the school to close information divide :-) How is the (internet and games enabled) computer different in that regard?
Alex
Why Computers Don't Belong in the Classsroom
...and why dictionaries do.
It goes from God, to Jerry, to me.
Learning to use a computer is just like learning a new language!
Expose the kids to computers, foreign language, poetry, or whatever--the younger the children are when they are first exposed, the better their minds are going to adapt to this type of input/output device.
Should computers be used for everything in education? No, of course not. Either should books, TV, lectures or anything else... the more variety the better.
Teachers can be lazy and use computers... just like they can be lazy and use videos.
...is what happened to the classical forms of education. Young stundents in their mid-teens could do complex mathetmatics in their heads, and knew classical Greek and Latin fluently in some upper-scale schools in the 1800s. Now it's not uncommon for students to graduate without a complete grasp of the English language -- much less math, foreign language, or anything else.
Honestly, I think that technology should be taught, but not used to teach, at least not up until a certain age. The classic forms of learning reading, writing, and arithmetic worked -- and they worked much better than any new fangled and more expensive method we have today.
It's not about the methods, it's not about the standardized tests. It's about the learning. Schools need to be reminded of this.
Instead, all they care about is high scores on the standardized tests. Damn the students beyond that.
If we want public schools to improve, funding should go toward increasing teachers' salaries. After all, if you graduate from college with a degree in chemistry, are you going to teaching science in a rural or inner-city school system for $30,000 a year or go to work for that pharmaceutical company for twice as much?
DecafJedi
my weblog: apropos of something
I wonder when businesses will realize they are losing productivity through giving everyone internet connectivity and computers. I've worked at many jobs with direct control and monitoring capabilities of computers and noticed a large increase in the usage of online software and email for purely entertainment purposes. Internet access isn't the only culprit as at one job I remember a lady who would play solitaire for hours on end instead of doing her job. Most of the time what happens is in a crunch, the job gets done late and the company hires more people to fill the 'void'. Lack of a decent work ethic is a major problem today.
And now physics is indistinguishable from a Hollywood special effects extravaganza, and carries about as much reality to the student. Hate to be a luddite, but there's no substitute for running your own experiments and demos in situ. Obviously some are going to be out of reach, but multimedia is no subst for the real thing when it's at all possible.
Trouble making decisions? Just flip for it.
I've been working for a school district since before I graduated from high school. Growing up during the 80s meant most of my schools either had C-64s or Apple IIs. One had a locked-down Netware network - read-only drives with WP 5.1 for keyboarding. Only the last one had any sort of network, and that was strictly due to the volunteer work of one dedicated teacher.
Yet, here I am, geeking out regularly, working to support a district technology department. This is in spite of not having much in the way of computers at school. All of it happened due to my experiences out of school, since the classroom was not a place to explore or go outside the strict curriculum.
I see it every day in the applications that are rolled out to the computers in our schools. We're buying these extremely expensive machines, and they're little more than video games or porn outlets. I don't have a problem with porn myself, but do it on your time at home, already. The kids just sit there and leech ISOs all day long, or go play games, or anything but what people had in mind when they voted for the bond proposal so many years ago.
I still believe that schools should be networked and that we should have computers in the classrooms, but we should stop pretending that they are some kind of magic bullet. They do let the teachers work more efficiently. They provide some degree of improvement when a teacher bothers to create a lesson plan which happens to use them. The problem is that most of these classes seem to be turned loose for an hour, and all hell breaks loose.
You can't encourage the kids to explore, since they're all using a brittle OS (you know which one I'm talking about) which breaks if you look at it funny. They add programs that "deep freeze" the machines, but then that conflicts with the antiviral stuff. You have to have the AV software, since the machines are so vulnerable to so many nasty things. If the kids do explore, they get caught and they get in trouble. So they either stop exploring (bad) or they start hating the people who run the schools and networks (also bad).
In the 70s, the trick was open concept schools. All of them have been rebuilt to have walls now. In the 80s, the magic bullet was video. How many schools have headends and satellite dishes that sit idle now? In the 90s, it was the Internet, and we're still playing that card. What's next?
2. Spend $1 million on computers
3. ??????
4. Education!
"Are you on some kind of medication?"
"No"
"Well, you should be."
--Bean
In my primary education, I was introduced to computers in Kindergarten. Thanks to the wonderful products of MECC such as Number Munchers, Oregon Trail, etc. I was able to enjoy my math, history, and improve my typing skills.
LogoWriter introduced me to programming in third grade. From there, it was integrating BASIC.
I am of the opinion that these types of programs should still be sufficient for today's youth. After all, with crippled (censored) Internet connections, research is out of the question. (Ex: "breast cancer" -- a typical blocked search.) The whole point of the computers in the classroom is to learn valuable, transferable skills (math, programming, etc.) as opposed to "how to use PowerPoint."
This is a small anecdote based solely on my experience and not at all on reading the article...
Over the Thanksgiving weekend I stayed with relatives in Minnesota. My aunt is (essentially) a teacher's assistant for a rural school district.
Her (Kindergarten!) students would spend 2 hours of their half-days of school multiple times a week using computers. As she described the system, the computers worked quite well. The official pace of the class was set by the teacher. Students could practice letter identification, counting, money arithmatic, basic reading, etc. Students who were ahead of the class could keep busy. Students who were at or below level could be easily identified and the specific skills they were lacking would be exercised by the software.
I have no idea of what platform, software, initiative, etc. were at work here, but in the eyes of one Kindergarten teacher, this system was a good thing.
I was surprised. My instinct is that computers in the classroom are hard to get right--especially at such an early age.
-- Have you ever imagined a world with no hypothetical situations?
The problem right now is the teachers. It's not that they're doing anything wrong specifically - I'm sure they're doing the best they can. But if they don't understand computers well enough (and more importantly how that integrates into the classroom) then computers will be more of a liability than a benefit.
For the most part computers in the classroom are a case of "now go use the computer" with little direction, or teachers having to rack their brains for some sort of lesson that will mean they'll use the computer somewhere in it all.
When the next generation slowly fills the teaching ranks things will change somewhat, because they will see the computer less as a tool that they need to teach children how to use, and more as just yet another part of life. Internet searches replace encyclopaedias, animated computer presentations can supplement stories etc.
That is, the computer will simply become a part of the classrom in the same way that books, and building blocks, and painting materials are now.
Only until that happens will computers in the classroom be worthwhile.
Craft Beer Programming T-shirts
* The people who invented and commercialized that tv didn't have tv in their classrooms.
* The people who put the men on the moon didn't have computers in their classrooms.
* The people who invented the computer didn't have computers in their classrooms.
* The people who cured polio, mumps, rubella, diptheria, pertussis, tetanus, etc. didn't have computers in their classrooms.
* The people who split the atom didn't have computers in their classrooms.
* Shakespear, Milton, Dickens, Twain, Dostoyevski, Joyce, Capote, Hemmingway, etc., didn't have computers in their classrooms.
As a part of my job, I have been visiting schools in a pretty large district located in Southeast Los Angeles. I always ask the principal of the school I'm visiting what they need funding for the most, and usually their first answer is "technology". They always offer up so example of how technology is great, and it helps kids, and they mention the "amazing" power point presentations, or the "wonderful" iMovie films they edited. I believe that most of the criticism leveled against technology in schools in the S.F. chronicle article is very well founded.
Using a kids version of Powerpoint does not do much for a room full of schoolchildren.
I always ask the principal about the special things they do to make sure kids learn to read, or pass whatever standardized testing controls their funding. Invariably, they always talk about the positive effects of more one on one face time with kids having trouble in certain subjects - by taking kids out of class for an hour of tutoring in reading or math, or by having them stay afterschool an hour. None of the schools I visit ever have music programs, or dance programs. They can't afford to hire a new teacher, they need bathrooms that work, etc.
For as little computers do for kids in a classroom, their capital costs are incredibly high.
Which isn't to say that someday, or in some capacity, computers will truly serve an invaluable role in the education of our young. Their high costs, in an industry that is always cash strapped (at least in Southern CA) and whose staff and faculty are largely non-technically inclined, make them a poor purchasing choice for schools.
As a sidenote, I find it a little ironic that the S.F. Chronicle article spends a paragraph or two bashing attempts to objectively measure student/school performance - but then later on in the article points to a "100-point" jump in test scores as a sign that a non-computer learning program is doing well. They can't have it both ways. Attempts to objectively measure school performance have flaws, and are thus practically unusable, or they aren't. This sort of writing makes for a poor version of objectivity.
I think it speaks well of the Slashdot community to see that we believe in appropriate use of technology rather than flooding the world with the latest and greatest. To see so many people arguing against the use of computers in elementary school makes me think that we are an intelligent group of people without selfish interests.
However, as the technologically elite, is the use of computers in the classroom something we should start considering and preparing? Do we need to start building applications designed to educate children of all ages? Could a major selling point of Linux and open source software be its ability to teach young students not only how to use a computer but also how to read, write, do math, communicate with people, etc?
I see a tremendous opportunity for Linux here. If some organization developed a curriculum and program that would get young students learning, then we could get children using Linux and starting out with open source. What better community to educate our children than the open community?
His older version of this was required reading for my tech-ed undergrads and grads. It makes sense to hear this opinion, to see how to balance what's going on.
These guns-or-butter argument is secondary to the proper funding of education as a whole.
I'm sorry - but I saw my first Macintosh immediately after completing college and a year of grad school, and seeing the undeniable utility of nothing more than MacWrite/MacDraw was astounding. Computers do indeed beling in schools. To not do so would be denying students the power that everyone else has in dealing with information. The world has changed too much to go back.
I'm going to use the language of apple/mac for two reasons - I know it better, and because apple has been able to deliver secure-able workstations and out-of-the-box tools that get stuff done. Easy productivity tools for students at a wide range of ages. If you want to substitute comparable tools and systems from wintel or OSS, great.
Todd focuses on things like kids learning powerpoint, kids using turnkey learning systems, and teachers being ad hoc tech mavens.
He's right - these are problems, but precisely because they are the wrong approaches, not because computers in the classroom are inherently wrong.
Powerpoint - Unless there's a separate app, the student edition of MS Office is just cheaper. MS Office used by kids borders on mental abuse. No student needs a WP app with 1100 menu items. Our kids use Keynote and swear by it and mastered it in very short time.
Turnkey systems - these are the least proven of anything anyone ever thought of for educational use. Almost to a unit, they do not use proven techniques or leverage sound educational philosophy or psychology, or do it on a superficial or cartoon basis.
Teachers as techies - the focus should be on using computers as a tool to find, assemble, process, and create information and understanding. This is all using retail level stuff that all teachers can get to know easily: browser, wp, ss, paint, photos, movies, presentation...
As for the comparison to construction paper etc. - when we were in school (the 60s) the two slits thru which you were allowed to express yoursleves were book reports and shoebox dioramas. Compare this to what can be done out of the box with Safari, iLife, Keynote and AppleWorks. W much wider spectrum without so much as cracking a manual.
Shut down IMs, email, and other distractions. Make it accessible across the board. Do it right. But keep doing it.
"Win treats sysadmins better than users. Mac treats users better than sysadmins. Linux treats everyone like sysadmins."
And your point is? Abraham Lincoln didn't have electricity, running water, or even a dry floor in his classroom. Maybe we should go back to holding class in the middle of a field somewhere. People who achieve great things do not always start out with the absolute best opportunities, but is this a reason to stop trying to provide opportunities to kids?
Richard Stallman recently pubished an article about why schools should use Free Software exclusively:
http://www.gnu.org/philosophy/schools.html
I'm not a fan of computers in schools, well maybe one or two hours per week in a designated computer room is okay, but Stallmans point is important about how we shouldn't teach our kids not to share.
An audio and a video recording that includes most of this essay is also available on the GNU philosophy recordings page.
Expert in software patents or patent law? Contribute to the ESP wiki!
Throughout the country, computer technology is dumbing down the academic experience, corrupting schools' financial integrity, cheating the poor, fooling people about the job skills youngsters need for the future and furthering the illusions of state and federal education policy.
Yeah, you can say that again. With the typing skills I got in high school, plus the basic computer literacy they gave me, this is the number of jobs I could get: 0. As much as I tried to get a job in data entry or secretarial work, it just wasn't there, and I didn't have the skills to qualify.
Perhaps the sort of jobs that exist for the computer literate are the same kinds of jobs that have always existed before. It's just that now if you want to work in a grocery store or a warehouse, you have to know how to at least use a computer. But getting work that purely deals with computers? Forget it. Welders and mechanics are paid more than sysadmins, especially with how those fields are in demand and aren't flooded with qualified applicants. A lot of people of my generation bought the hype that we were fed in the 80's about 14 year old whiz-kid millionaires, followed by the hype we were fed in the 90's about a critical shortage of computer techs. In the meantime, the wrenchheads that took mechanics in high school and went on that path instead are getting paid twice what I am.
I think I just got 0wn3d.
"No problem. I have the capacity to do infinite work so long as you don't mind that my quality approaches zero."-Dilbert
Is this not yet another band-aid we're trying to apply to our very sick public education system? Give 'em all computers and maybe some of the real problems (such as our distressingly low international rankings in math and reading) will magically disappear. The kinds of skills children need to learn in grammar school aren't very amenable to computers. How to read and retain effectively what's been read, the mysteryious workings of numbers, even the construction of a blobby salt map of the Roman Empire--all these are best left in the hands of a skilled teacher. A computer can't see the perplexed look on the face of a child in the back row.
It seems to me that computers can be added to the curriculum as they are required, and used for their logical and reasonable purposes. When kids start doing "reports" in the middle grades, computers become tools for research. Later on, they can serve many purposes, with those kids who show interest and aptitude learning to write programs, while everybody learns the basic word-processor/spreadsheet/database triad that keeps the office world going.
It seems to me that simply throwing them into an already-troubled system simply robs kids of "face time" with their teachers while lulling the rest of us into thinking all's well in our schools. All's decidedly not well.
Anne
DUCT TAPE: The Election Supervisors' Secret Weapon
When I was in grade school, people bitched about using TVs.
Yeah, and people probably bitched about filmstrips and movies as well. But all 3 were used very differently than computers are being used today.
Those TVs were well controlled in most cases and were probably only used for specified educational programming. They added to the educational process not took away.
We need all of these things to teach our kids!
The big problem with computers in the classroom is that they are being used the wrong way. Sit the kiddies down in front of some "educational" software and let the software do all the work.
As for networking the classroom, it's just not needed. Network the hell out of the library or computer rooms though. Teach kids these are tools not toys.
Primary school kids have no need to do "research" on the internet. They've not developed their BS filter yet and will be likely to come back stating something as fact that they read on some crank's website. Wiring a 6th grade classroom for net access in the name of "bringing the world to them" is the equivalent of dropping them off in a strange neighborhood and expecting them find their way home. Sure some rare ones can, but most are going to get lost and possibly harmed along the way.
As an employee of a school system's technology department, I speak on behalf of having computers in the classroom. At the school system I work at, GPAs have only risen since we have introduced computers to the students in classrooms, labs, media centers, and lunchrooms. Students are also more well behaved, and computers provide access to tons of education media. The school system I work also provides a way for students to understand technology. We have different kinds of computers (Dell, IBM, Apple, Sun, and even some Silicon Graphics Machines,) different operating systems (Windows 98/ME/2000/XP, RedHat Linux, Apple OS X, OpenBSD, and various others,) and finally many programs that enhance the teaching environment. Oh, also since I work for the school system as a Network Administrator, it would kinda suck to see if this stopped all of the sudden. I kinda like my job, and I don't want to lose it. My two cents..
"Snatching defeat from the mouth of victory on a daily basis."
Leonardo DaVinci didn't have electricity. Yet he was able to do a great deal of scientific work.
Imagine if a man of that intellect and motivation were to have access to the computational resources we have today. He really would change the world.
Either that, or he'd waste his days using his computational device to download pr0n.
wbs.
Huh?
Yeah, me too. And you know what? When it comes to teaching, the TV is a double edged tool. It can be used effectively, but there's also the danger of sitting back and letting the TV do all the work. I had a professor in college (!) who would lecture for 10-15 minutes, and then plug in a documentary. Some of them were pretty good documentaries, but they were still no substitute for a real teacher who can answer questions.
Wrong. We don't need any of them. Education could proceed with nothing more than a teacher and a student, and maybe a stick to draw in the dirt. Televisions and computers and even books are just tools to make teaching and learning easier. Used in moderation, they can be phenomenally useful; but you can't substitute a machine for a teacher, especially at the earlier levels. Personally, I'd be happier if the elementary schools in this country would concentrate on strong reading skills, strong mathematical ability, strong writing skills, and a general grounding in science and history. If computers are part of that process, great! But they should be a supplement, not a staple. There's plenty of time for more computer-centric education during the later years of education (eg ages 12 and up).
What really worries me is that these schools are getting ripped off. A million dollars for 450 computers? That seems awfully steep. Since the article specifies that the cash is divided among multiple schools, I assume that the 1 million is all or mostly spent on hardware and software, rather than salaries for support staff or such. That means they're paying approximately $2,200 per computer, which is absolutely ludicrous. That's the kind of money you spend on a professional workstation. Either these schools are buying systems that are WAAAAAAY over-powered for their needs, or they're getting totally ripped off on software prices.
Heck, I could build those same 450 systems for approximately $320,000 using off-the-shelf commodity hardware and Linux (perhaps Debian Junior, a kid-oriented flavor of Debian). Budget another $120,000 to employ a code monkey for a few years to work on any rough edges in the systems. The rest of the money could go to other school programs in need of funding -- music, art, PE, free lunches for poor kids. It really pisses me off to see our schools spending huge amounts on exorbitantly priced licenses for proprietary software, when those funds could be better spent on other areas.
That's true, but neither did anybody else. In a public school, a significant percent of the students don't have a computer at home, let alone internet access. Sure, the great minds of 100 years ago didn't have computers, but science and technology has lept forward since then. Now they do. Put a computer in a public classroom, and a kid from the inner city can use the same tools as the great minds of today. That's the difference.
Quid festinatio swallonis est aetherfuga inonusti?
Africus aut Europaeus?
When was the last time you were in a physics class that used video demos? For me, it was last Wednesday.
In a typical physics classroom, can you
-drop a pair of iron balls of differing weights from ten stories up?
-fire a rifle through a pair of sensors to find the bullet's velocity? (Think again - guns and school don't mix, even when it's a benign demonstration like this. I hate overprotective conservatives. But I digress...)
-do simple collision and action/reaction experiments in zero-G?
You can do all of those and more with video presentations.
Is it less "real" than if we did it ourselves in the classroom? Yes. Is it better than nothing, which is what we'd have otherwise? Yes.
Video in the classroom, as well as computers, is a tool to help teach. It's not a substitute for teaching, and it should be used correctly. Too often administrators are throwing out needless requirements that students will know how to use computers, and teachers are misinterpreting that and misteaching by requiring needless use of PowerPoint, or the internet, or whatever the fad of the week is. But the computer is just a tool, and throwing laptops at fourth-graders isn't going to accomplish anything but burn money that could be used for better things.
Save time now so you can waste it later
Computers may be overrated in many schools,
but in some of the poorest and worst schools,
I absolutely advocate computer classes.
Here's why.
My best friend teaches basic computer skills
in one of the worst San Francisco high schools.
She regularly has problems with guns, drugs,
gangs, riots, pregancies, attacks, abuse,
lack of funds, bad admins, you name it.
In spite of all this, her kids are learning:
they learn to use the web, email, and Office.
These are the fundamental tools of research,
communication, and business presentation.
Why are these important?
Not because of what they are--
but because of what they inspire.
When these kids see that they can use these,
They are inspired, and see real-world success
as within their reach if they can work hard.
They gain confidence, which these kids *sorely* need.
They gain ways to learn more, even on their own time.
Should these kids learn critical thinking?
Read Shakespeare? Write essays? Of course.
But until they are inspired, all of that's moot--
and computers are inspiring these kids.
Would love to hear feedback about this,
or similar stories from other teachers.
Cheers, Joel (joel@school.net)
I took my BS in Comp Sci and used it to become a teacher. Honestly you want to know the biggest fault of the system that I see RIGHT NOW is?
I have people who can't turn a TI calculator off telling me I have to use those same Calculators in my classroom. Meanwhile, at the beginning of the year I had to show kids in Trigonometry how to do long division, square roots, and exponents before I could even begin to touch on sin, cos, and tan.
Yeah technology is wonderful at helping people bridge the concrete with the abstract. But if they have no clue about the basics do you think technology will save them.
Personal observation #2: All you parents and future parents pay attention to this. The kids who succeed are the ones whose parents actually show interest in their kids work. Some things that accomplish this is to make sure they are doing their homework, know what classes they are taking, and actually go to parent conferences.
Final observation: It'll get better as the hierarchy at the schools themselves end up being more computer adept. You wouldn't believe how useful a Smart-Board and other technologies can be in the classroom if the teacher knows how to use them. Same goes with calculators and other technologies. Right now there is a feeding frenzy going on with the idea that every child needs to learn technology out the yin-yang while in high-school. Once people start realizing that most of what we teach them they will pick up on their own if left to their own exploration.
BTW: All you unemployed Computer geeks. You might want to look at your state's Non-Traditional Licensing office and go into teaching. It is a great job. (Except for the pay but hey, I get vacation out the wazoo.)
Math classes (and computer classes) have become about the tool, not the problem. It's like spending a whole year in shop learning about one tablesaw -- it's not an useful skill. Teach a kid how to build something, and that the tablesaw is one bloody tool that you can use. Hell, make 'em use a handsaw for the first couple of projects so that they understand what the hell they're doing.
And I respond: Fuck you. Yes, I know, classic argument technique, but school shouldn't be about fucking productivity. If you rely on the spell checker to tell you when you make a fucking mistake, what the fuck do you do on paper when you don't have that tool? All of your examples are about knowledge, not a tool. Think about this: The computer is useless if you don't have a problem to solve with it.</rant>
-30-
Last year, I worked at a private school as a first grade math teacher. Our principle was a technophile though he had very little understanding of computers and their uses. But he wanted computers in the classroom.
Private schools are businesses, and ultimately exist to make a profit, so like so many private schools his target customers were the elite, wealthy families of the area. He instituted a requirement that every child attending should bring a laptop to school. Part of this was marketing, of course: parents were keen on the idea of using computers at school, and so they were excited to be sending their children to a school that required them.
But these children were 6 years old. They came to school, toting their laptop bags, and I was under immense pressure to use these things to help them learn math.
The school had an IT department whose job it was to write flash applications to aid in learning and development. Now, I'm a technically minded guy and I often write myself programs to quiz myself on things I need to learn by rote, and so initially I thought, hey, I can have an influence on the programs these kids use, and thereby make sure that they are learning effectively.
That's not how it ended up happening.
When we did use the computers, I had to spend 90% of the time policing the children, making sure that they were actually using the educational software the school provided them, and not just playing games, watching moves, listening to music, or whatever. We got very little work done. 6 year olds are children; when one of them broke the rules and fired up winamp, it distracted them all.
Within a week I knew this methodology to be a bust. But I was under considerable pressure by my employer to use the computers, and so for several months I toiled with them, trying to "train" the children to use them responsibly in class.
With 6 year olds, even without computers, having a crayon in your desk that you can play with when you're supposed to be doing addition problems is already distracting enough -- we all remember getting our toys confiscated. A computer is just far too much of a distraction. Ultimately, our math marks were so low that parents became concerned. The principle told me: we need math marks up, I don't care how you do it.
So I stopped using the computers, and in a month, using the traditional methods with which I'd been taught, the children were competent at mental math, and were moving ahead quickly. And surprisingly, Math class was no longer "boring." Because they were actually using their brains, finally.
Once they were back on track, I started getting pressure to use the computers again. I told them that the reason their skills had been so bad was because of the computers and the distraction that they caused. I couldn't get anyone to listen.
So I quit at the end of the academic year.
Computers in classrooms? Ha.
Without the calculator theres no way 90^ of us could do calculus.
...some things are impossible to teach the average class without the help of computers and as classes have hundreds of students it will be impossible to teach something like multivariable calculus to a bunch of 8th graders.
Even with a calculator, 90% of us can't do calculus. Hell, I'd be surprised if 90% of Americans can do basic arithmetic with fractions even with the assistance of a graphing calculator, a computer running Mathematica, and a math tutor! Honestly!
Once you give a calculator to a child, then your bound to show them how to use it. That's twice as much work -- learn the math & learn the box. Each calculator has its own menus/features etc. So either every student has a different calculator (which makes it difficult to lecture how to use it) or the class standardizes on one machine (so that the student won't be able to operate the myriad of other calculators). We call that PROGRESS.
Without the word processor half of us could not write a paper with perfect grammar.
Again, even WITH a word processor, a significant number of people can't write a paper with PERFECT grammar. Word processors can check the spelling, and not much more. Do they fix run-on sentences, comma splices, improper selection of words?
What a laugh. Show me where they teach 8th graders multivariable calculus. What planet do you live on?!? Anyone that needs to learn this stuff should be more than capable of learning it with pencil and paper. I hold a M.S. in mathematics, and even the lowly calculator was forbidden in every math class, with the exception of two courses in numerical analysis. Give me a break!
And about the rant below, I apologize for the language, but I stand by the sentiment. You should be able to at least pass for educated without a tool to do it for you. If yoo kant spelll at all without the computer to correct you, I feel sorry for you.
-30-
I think I realized this a while ago. Last year, as a high school freshman, I wrote this and turned it in as a rather insignificant essay for my English class. What I say is just repetition of many of the comments above, but I think its important that people see that some students feel the same way. I do, and have since more than a year before this article was up on Slashdot. I realize now how terribly-written my essay is which makes it even more curious that the comments I recieved from the teacher were not on the quality of my paper, but rather a half-page rant firing back at the viewpoint I tried to express. Her tone was along the lines of "Do you really think we don't need computers in school? What about the poor kids who can't afford them at their homes?"
My point: It all comes back to the excessive use of technology. I couldn't write a decent essay because I was distracted by IMing and trying to create a pleasing piece for my website while my teacher didn't care about my writing enough to actually try and understand my point since she was busy playing Flash games on her 17" LCD panel.
I should also note that it is interesting to me how a group such as Slashdot readers who understand tech on such a deep level are some of the biggest critics of its widespread use in public schools. Maybe we understand it as more than a wonderful cure-all to our learning needs.
My fondest memories of middle school (in Israel, though) were the physics/statistics/Pascal/dBase linked courses. You'd learn about forces and energy in Physics (well, mechanics really); you'd learn about standard deviation in statistics; you'd learn about loops and such in Pascal; and you'd learn about tables with dBase. Then, you'd encode the statistics formulae in Pascal, so that you could analyze the data in your dBase tables which came from the physics experiment you did.
In order to accomplish all that, you needed to actually understand all the material in all these classes, because no one explicitly told you how to combine your skills -- they just told you to do it, or suffer the consequences (bad grades, that is). Thus, it was not enough to merely memorize some formulae, which is what most computer-less students do nowadays.
Similarly, in high school and junior college (this time in the US), I dearly loved my graphing calculator, ye olde TI-85. I wrote some Calculus and Physics (mechanics again, and some EM/optics) programs for it, without which I would have spent most of my lab time on simple arithmetic. When I didn't understand some concept, I didn't have to wait for the test -- I knew it right away, because my program failed to work. And of course, there's no way I could have went through all that English without a word processor -- the white-out expenses alone would have put my family deep into bankruptcy.
So, basically, my education was greatly enhanced by computers, not reduced to mindless data entry or whatever the article seems to claim. In addition, I was fortunate enough to be computer literate, and thus I could move ahead a bit by skipping all the basic computer literacy classes.
Note, however, that my education was better than average not because of computers themselves, but because of teachers who used them effectively. This is a critical point that all these "technology is evil !" articles always manage to miss. A good teacher, armed with a good curriculum, can teach physiscs to his students armed with nothing but an abbacus; a bad one will ruin their education even if he had his own personal Beowulf cluster.
>|<*:=
As a former English teacher, what is needed most is development of reading skills. And many websites require a lot of reading, or at least more than TV watching, and sometimes more than using a textbook.
When I taught, the computers were kept in a separate classroom and only accessed once a week. It certainly held their attention, and the appropriate webpage can test their reading skills.
eat shiat and bark at the moon
When I got to junior high, I found there were lots of kids with computers, instead of just a handful of kids with forward-looking parents. (The country club area fed into the junior high.) Our 8th grade computer course was all about Logo for the Commodore 64. Because I only had a Vic 20 at home, I was suddenly in the same place as all the other kids who didn't have computers. I did know programming, so I managed an above-average mark of a B. But the kids with computers at home got A's, because they were able to spend extended hours working on their projects. As the years went by, these kids made great gains, as their affluence allowed them to move up to Amigas and PCs. Seeing that it was going to be a nighmare to get enough computer time for other courses, I bailed and took drama. I needed good grades to get into university, and these "rich kids" were wrecking the curve in the comp sci classes!
When I look at the kids from my inner city school and subsequent schools, it was generally the kids with computers at home who went into engineering and computer science. I don't think any of my other classmates went near the sciences.
Of course, the upper and middle-classes have more than just computers on their side. They have money for tutoring, weekend trips to science centres, parents who went to university, etc. Computers are just the start of this imbalance. If I were a school administrator, I'd put my money into making sure inner city kids have a mastery of the 3 R's as well as exposure to the arts and sciences. Computers are just a symbol, not a panacea.
-- SYS 64738 --
Ben in DC
"It's the mark of an educated mind to be moved by statistics" Oscar Wilde