Summary:"Today′s education faces irrelevance unless we bridge the gap between how students live and how they learn," was moderator Terry Crane's opening statement. The panel unanimously agreed that the new skills required to succeed in the 21st century are different. Allegedly technology was the key to prepare students for the challenges of the new century. Since the early 1990s, more than $90 billion have been invested in technology for schools and education, and every year $5-$6 billion is spent to further upgrade schools. What has been accomplished so far?
Douglas Otto, speaking from his experience as school superintendent, confirmed that he sees many instances in which technology is leveraged in meaningful ways to support the curriculum.
Gary Bitter, a professor in educational technology, spoke about examples of a digital curriculum fostering the learning environment. He cited teacher—parent communication as a rapidly growing area benefiting from the use of technology. He mentioned another area, however, that needs more attention: professional development into which roughly 25 percent of all federal funding goes, but still does not see a lot of entrepreneurial activity and corporate attention. This could be an exciting field for growth for new technology entrants.
Charles Garten, with his practical understanding of implementing new technologies in schools, agreed wholeheartedly: while buying lots of new computers is "a sexy thing to do," it is equally important to focus on the professional development of the educators to make sure the technology is used effectively and in meaningful ways. He also cautioned against exuberant enthusiasm about the pervasive use of technology in the classroom, if about 30 percent of student′s homes don′t have access to the Internet. "It is not the digital divide anymore; it′s an educational divide."
A more cautious picture about the past achievements of technology in the classroom was painted by Todd Oppenheimer, author of The Flickering Mind. According to him, there have been many promises over the last decades about how technology will revolutionize the classroom environment and learning experience for students, but few of those promises have delivered tangible results. While he is a proponent of technology where it makes sense, he points out that there are areas in which technology might actually inhibit creativity and the development of people skills. "Keep it out of the arts and sciences. Kids should get their fingers wet." Rather, he advocates spending money on science equipment instead.
Crane refocused the panel toward the outlook for the future: "What′s the new wave?" Douglas mentioned the success of virtual classrooms in certain subjects and sees growth potential in that field. He points out, however, that it is at times hard for users to figure out which of the many new upstart vendors are legitimate and of high-quality.
The panel agreed that virtual classes might be helpful for some children, but are not necessarily the most appropriate learning tool for every teacher and student. Another new technology on the horizon could be handheld wireless devices for the classroom. They are much cheaper than laptops and also have lower cost of total ownership, a key metric for assessing long-term affordability. Also, online testing and reporting tools are expected to grow significantly. According to Bitter, it is not only important to introduce new learning tools, but also to make sure that the child has access to it.
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