I have read what seems like several, but in reality is probably a few blog posts recently that have claimed to have examined technology in schools and found that it has made little difference in learning. Of course many of these speak in generalities lacking specifics other than there is technology and there is a classroom and they observed stuff. When it comes to technology too many believe that by dropping it into a classroom magic happens. Even the most ardent supporter of tech will tell you that does not, and never will happen.
I recently talked to an educator in higher education who told me that they had just put a pilot plan in place to explore the use of a tablet in the classroom. On the surface this sounds great. The possibility of a class full of tablets and students exploring, collaborating, creating, and publishing through a relatively intuitive and somewhat inexpensive means of technology was inspiring. I asked exactly how the “Pilot Project” was structured. (Here it comes, be prepared.) Two teachers were given tablets, one an iPad and the other another type. They were secured by some grant. The professors were told to explore the possibilities. That was the pilot. It began and ended with the purchase of the hardware.
The teachers were not trained in the use of the tablets. The teachers were not trained in the applications that could be applicable to their course. The class was not supplied tablets to use in the class. The teachers were not given any direction other than “try this out”. This was a pilot for frustration and failure. Of course the outcome is going to be that Tablets Do Not Work as effectively as the tried and true methods of Lecture and Direct Instruction.
I have read other posts that talk about textbooks being placed on iPads having the same effect as textbooks in paper form with the exception of being cheaper. Why would anyone expect digital text to be different from printed text? The idea of technology melding with textbooks is to change the dynamic of the textbook altogether. Create a medium where text can be retrieved, read, manipulated, and used for creation collaboration and publication of new ideas. Enable that created project to be archived for future reference or portfolio assessment. That is the potential of a digital textbook.
Analyzing the effect of technology in the classroom cannot be effective or dependable unless we examine the training, and understanding, of the teacher, as well as the creative and consistent application of that technology for learning in the class. Does the technology address the needs of lesson?
I also want to be very clear on this next statement. Technology may not work for every lesson in learning. There are times when it works well; enabling things to be done that would be less effective without it. There are also times where it may not fit. If the technology is being forced where it doesn’t belong, the result will not bode well for technology in the classroom. This must be a consideration. We can’t use technology for the sake of using technology. I must add that with the pace at which technology is evolving, there are fewer instances where tech does not offer better alternatives.
Of course the call from many, including educators, asks for limiting technology access. Often the argument is for more face-to-face interaction being needed by the youth of today. More and more in their world, our students are texting and using social media for their interaction. That is not something that adults can control. What is foreign to adults in regard to technology is just another aspect of their life for our students. The control of technology is no longer in the hands of educators. We cannot decide technology use for our students. If our culture slows down or decides to NOT use technology than we can stop teaching with it. Realistically however, technology will continue to evolve and that is the world in which our students will live.
Learning about technology and its application may be uncomfortable for some educators, but it is a necessity for all students. Understanding what we need to know and do in order to implement these tools for learning is a big step that many educators, have yet to take. A technology-driven culture moves at a rapid pace as the technology continues to evolve at an even faster pace. We need educators to understand that technology is not changing what we teach as much as it is changing how we teach. With continual change, we will need continual professional development. This cannot be done effectively if we base decisions on flawed observations and misconceptions about technology’s place in education. A worksheet is still a worksheet whether the text is printed or digital.
My Island View 
Great post. The simple act of providing technology will not transform learning or increase student achievement. It still takes a teacher with a deliberate designed effort to guide students to the desired outcome.
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I was just doing some research on this very topic for a class I am taking on philosophies of education. One paper I read called, “Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study” by Yang & Wu (2012) suggested that there are three ways technology can be used. One, as a replacement like you said for paper or the chalkboard. That’s done with anything from the tablet to powerpoint presentations. Two, is amplification, that is to use it to make teaching and learning more efficient. I can think of data collection or teaching several students in two different rooms a concept through a webcam. And the third is called transformational. It is when students use technology to be innovative, actively involved in the learning process. In this article, the students made their own video.
Thank you for the post! It means that teachers are trying to use technology but how to use it in the education field is not necessarily defined yet.
Technology should not be used only to do the same thing in a different way. There is no need for a tablet if all we do is use it as a digital worksheet. What a waste of a great resource!
I also agree, Tom, that we do not have to use technology for every lesson.
Technology can and should enhance many lessons, creating learning and outcomes that are not possible with pencil and paper.
[…] I have read what seems like several, but in reality is probably a few blog posts recently that have claimed to have examined technology in schools and found that it has made little difference in le… […]
[…] I have read what seems like several, but in reality is probably a few blog posts recently that have claimed to have examined technology in schools and found that it has made little difference in le… […]
This is a widespread issue in Australia. Little thought is given to why and how when using technology in teaching & learning practices. Professional learning for teachers is crucial for supporting effective use of technology. As you stated, “too many believe that by dropping it into a classroom magic happens”. We know this is not true yet school leaders often cling to this belief. One need look no further than the widespread deployment of IWBs into schools with no pedagogical thought, no teacher training and no pedagogical reasoning for the purchase. Tablets are fast becoming the latest version of technology magic wands.
Thank you for this. I found myself nodding along with every sentence! As a technology integration coach, it frustrates me to no end when people think that technology is the answer. Simply giving teachers and students technology and telling them to use it is NOT the answer and usually makes things worse.
[…] I have read what seems like several, but in reality is probably a few blog posts recently that have claimed to have examined technology in schools and found that it has made little difference in le… […]
[…] I have read what seems like several, but in reality is probably a few blog posts recently that have claimed to have examined technology in schools and found that it has made little difference in le… […]
Pedagogy has to lead any change in education. Without a change in teaching practice, technology has little impact on improving learning.
Enjoyed the post. However, I worry that most educational institutions will not give pedagogy the chance and space to evolve in the ways necessary to embrace the opportunities technology is affording us. What gives me cause for hope is the growing number of disruptive platforms and projects that are built around the understanding that underpins this post.
A great blog. I could not agree more. I love technology and the possibilities…however I believe we have to continually cast a critical eye over how we use it and ask ourselves will it get greater outcomes. If yes then use it, if not then don’t just for the sake of it.
[…] I have read what seems like several, but in reality is probably a few blog posts recently that have claimed to have examined technology in schools and found that it has made little difference in le… […]
[…] I have read what seems like several, but in reality is probably a few blog posts recently that have claimed to have examined technology in schools and found that it has made little difference in le… […]
[…] I have read what seems like several, but in reality is probably a few blog posts recently that have claimed to have examined technology in schools and found that it has made little difference in le… […]
I agree with your observations Tom. I see teachers doing just that all the time, they assimilate their ipad or such device into their classrooms and in effect digitise their existing practice. With the result that worksheet type activities prevail. to I have written an article discussing this and how I encourage teachers to make that pedagogical shift, you might like to take a look: http://dakinane.com/blog/x_post/the-tablet—elearnings-panacea-00201.html
Great article and agree with your sentiments. I can’t help feeling though that the kids are driving the change to digital and teachers (and parents like me) are just trying to keep up! In our African context cellphones are more accessible than books and although they are not the greatest to read on, they can still serve a purpose as a means of delivering content. Just take a look at Yoza. And not all content has to be, or should be flashy. Great article about how just old plain vanilla text still has its place in spite of all the flashy interactive media that can be created. http://tidbits.com/a/13554
To follow up from my earlier post I have created a video to illustrate how teachers can use apps to create a workflow that faciliate work that is not worksheet work on a tablet. Your readers may find the video useful http://dakinane.com/blog/x_post/layering-apps-on-an-ipad-00205.html
[…] my own observations about how iPads are being used and also in response to a blog post written by Tom Whitby, who did the Emporer’s New Clothes task of stating that a worksheet is still a worksheet, […]
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[…] my own observations about how iPads are being used and also in response to a blog post written by Tom Whitby, who did the Emporer’s New Clothes task of stating that a worksheet is still a worksheet, […]