Teaching with technology

The biggest problem with this e-learning based future classroom is the education needed for the teachers who will be running the classrooms and teaching the students how to use the technology. The spin off of this problem and the fundamental problem is that because technology changes so dramatically with such proficient speed there is no way to properly educate teachers about the new technology, because there is no knowing what the technology will be in ten or twenty or even five years time. Furthermore preparing teachers for a ‘technologically rich future is difficult because new teachers have not only to acquire proficiency in using technology for educational purposes, they also have to undergo a revolutionary revision of the practices of classroom teaching and learning’ (Jones, ICT, p2)

The importation of e-learning into the classroom will still require the motivation of the teachers to adapt and make use of this technology and without the proper knowledge many teachers will find this very daunting. Proper use of this type of learning may also be hindered by children not having access to the internet at home and when they are on the internet at either home or at school there will be many more distractions for the students. Currently distractions in the classroom may be from other students or things happening outside but children may be able to check their email, watch clips off sites like u-tube and use file sharing and messaging sites like myspace.

E-learning is a business based and developed working system, where the primary objectives can be very different to that of school. Communication in an e-learning environment is very individualized and the fact that it will take away the personal interaction between student sitting next to each other could lead to problems with children’s communication skills and the ability to ask for help. Teachers will inevitably develop a dependence on evaluating students through the use of data collection and interpretation and because this will be new to teachers they may be ineffective with it and students will develop a dependence of teachers guiding them through their mistakes instead of asking questions and learning the reasons behind their confusion or inability to accomplish set tasks.

References

Anthony J. Jones, ‘ICT and Future Teachers: Are We Preparing For E-learning?’ Department of Science and Mathematics Education, The University of Melbourne

Victoria 3010 Australia

Jennifer Cook ‘Blogs are the new discussion groups for schools,’ The Age Newspaper,  April 17, 2006

Steven Hodas ‘Technology Refusal and the Organizational Culture of Schools’ EDUCATION POLICY ANALYSIS  ARCHIVES, Volume 1 Number 10, September 14, 1993-Cameron McCormack