October 2004 — Special Reports
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Evaluating Technology’s Role in the Classroom
Just how many computers is “the right number” of computers? According to teachers, that all depends on how you use the technology. Some report using computer time as a reward for all students completing tasks, while others use computers for small-group remedial lessons. The most favored computer-to-student ratio, of course, is 1-to-1. Many educators feel that moving toward this number is a critical next step. That’s not surprising, considering the value of computers in teaching core academic skills. According to a majority of the teachers we surveyed, computers are effective as a teaching tool for all core academic skills, with written English, including spelling and grammar, topping the list. This was followed by learning scientific concepts, reading English, doing basic math, and learning mathematical concepts such as geometry and calculus. The survey also found that real-world simulations reinforced classroom learning in all manner of subject areas - from basic math to social studies. Some students even share what they learn by designing their own Web sites.
Quality Issues
A decade ago, many teachers did not own a home PC. If they did, chances are they weren’t connected to the Internet. Today, educators are wired and eager to use their technology tools. While personal familiarity breeds acceptance of computer technology, it also generates impatience. Today’s computer-literate teachers have high expectations for hardware and software; they also crave state-of-the-art solutions. Asked about the quality of computer hardware and software available at their own schools, teachers offered mixed reviews. Slightly more than half ranked their hardware “good” to “excellent,” and less than half had kudos for their classroom software. Appropriate technology is also an issue, with nearly half of the teachers polled citing the difficulty of acquiring high-quality software suitable for students at their grade level as an “extremely” or “very” serious problem.
Implications and Actions
The CDW·G “Teachers Talk Tech” survey pointed us to several conclusions and recommendations for educators, IT professionals and administrators:
