Presenting a sensitive question that “Are we doing what is best for our students, or are we doing what is most convenient for us?” McLeod (2007) suggests that “K-12 and postsecondary education would be very different if we asked ourselves this question more often…” Indeed, the inadequacy of our current K-12 educational system warrants examining our teaching and learning methods, policies and procedures as well as exploring the alternatives.
Exploring the ever increasing developmental education, e.g., remedial courses, in our post-secondary institutions suffice to conclude that students are not learning what they are taught. Bahr (2008) estimates “the national direct cost of public postsecondary remedial programs at 1–2 billion dollars annually, and the total direct and indirect public and private costs at nearly 17 billion dollars annually” (p. 421). And so, our system is paying twice to teach many students the same things.
In recent years, many have argued that the inadequacy of our educational system is partly due to the fact that our classrooms are mainly teacher-oriented rather than being student-centered. Such an argument has gradually developed the concept of a learning-centered classroom (focusing on the student) as opposed to an instruction-centered (concentrating on the teacher) one. The proponents of learning-centered institutions also emphasize the development and use of collaborative learning environments in which students work together toward common learning goals–(more on collaborative learning, see here).
Indeed, in such an environment, the technology plays an important role. Such a role is not to replace the teacher but to facilitate and maximize learning. Technology is a tool, a very important one, and has to be used selectively according to the subject of study. Adequate approaches to teaching and learning require “learning how to apply teaching principles, knowledge, and ideas to authentic and practical classroom lessons and project” which maximize learning outcomes—the so-called curriculum-specific learning (Shelly, Gunter, & Gunter, 2010, p. 2). An integration of technology and learning requires teachers’ ability to “access technology resources and plan classroom activities”—the skills necessary to “use computers, digital media, and other technologies combined with a verity of teaching and learning strategies to enhance student’s learning” (Shelly et al., 2010, p.4).
Many courses, by nature, have technology embedded in their instructional units and planning, e. g, Web design, digital photography, programming languages, game design, video production, etc. In contrast, it is relatively challenging to select and incorporate the appropriate technology suitable for subjects like math, reading, writing, and (possibly) science—the very subjects our students are not doing so well nationally.
In response to McLeod’s question of “best for students or convenient for teachers,” one should emphasize a model which embodies important and positive aspects of both criteria and be “practical.” Very often, those who propose and/or ratify our educational policies either have never taught or possess limited teaching experience. Moreover, in addressing the inefficiency of our educational system, more people have continuously been emphasizing teachers’ lack of care and willingness to do more, or resistance to change the status quo. Yes. There are teachers with these habits and tendencies; however, the majority of them have the best interests of students at heart.
Frequently, a high percentage of teachers’ time and efforts (especially in low performing schools) is depleted by parenting and discipline issues. The role of a teacher, in our current educational environment, is not limited to teaching; to many, teaching has become among many other responsibilities which are constantly increasing. Moreover, many programs—including technology—are frequently cut due to the lack of funds. In most cases, when the technology is available, budgetary restrictions prevent adequate training programs which are essential, especially considering that the technology advances quite rapidly.
References
Bahr, P. R. (2008). Does mathematics remediation work? A comparative analysis of academic attainment among community college students. Research in Higher Education, 49(5), 420-50. doi:10.1007/s11162-008-9089-4.
McLeod, S. (2007). Dangerously irrelevant. Retrieved September 1, 2010, from http://dangerouslyirrelevant.org/2007/05/well_whats_your.html.
Shelly, G. B., Gunter, G. A., Gunter, R. E. (2010). Integrating technology and digital media in the classroom. (6th ed.). Boston: Course Technology.
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