Blog #3: FLUSH!!!

Failure to Connect: “The Bottom Line”
Uh-oh. It seems school districts might just be flushing billions down the drain even though their intentions are good. Healy’s argument is that bad-mouthing technology in education is taboo—another politically incorrect landmine waiting for the next hapless do-gooder to misstep and dare question the validity of making our schools flush with technology and jumping on every flashy innovation and unproven advance in educational hardware or software. Therefore, as class sizes are growing, staffing is being cut, and elective courses are being eliminated, schools have to pour more money into new technology and outfitting schools—and the technology already implemented requires funding for its upkeep and maintenance. In this current political climate, technology equates with relevance, and schools are pressured to “keep up with the times” whether justified, effective, or educationally sound. So how does this play out in a school? At my site, although there are many digital pioneers, there have been myriad trainings on how to use email, grade programs, and Power Point. Even this summer’s current offerings of Technology Workshops center, for the most part, around this sort of groundwork training. Although my site touts multiple computer labs, scheduling is inconvenient, and, in order to accomplish anything of significance, multiple days are mandatory. There are several course offerings based on computer use, such as web design, computer art, and multi-media workshops; however, as the closest printer is located in one such room, I often walk through and can observe what is happening on students’ computer screen—which is often web browsing, computer games, and videos. Healy’s concerns are validated by this kind of activity—that even with technology aplenty, the effectiveness and implementation can actually be detrimental to education. So what makes the difference? Instructional design and effective implementation—the same components needed to teach effectively when an instructor picks up a piece of chalk and uses it on a chalkboard. Let’s face it, chalkboards could be used for tic-tac-toe, hangman, or other time-wasting activities. Every educational tool, whether chalkboard or Smartboard, in order to be effective, requires thoughtful and measured design with clear educational goals—and a the teacher to effectuate it meaningfully. Healy’s concerns about cost-effectiveness and the validity of education’s outlay for technology are absolutely valid when seen in the light of class size, crumbling facilities, and suffering test scores; however, this concern should be weighed against any and all expenditures on educational product, not just computers.