November 2007 — News
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The Great Debate: Effectiveness of Technology in Education
I sometimes wonder why there is debate on the effectiveness of technology in education. The whole point of a debate is to examine issues in such a way that decisions can be made. However, in this case, we can hardly say, "Remove all technology from education!" Or, "Don't add any more because we are not getting an adequate return on our current investment--technology is not improving the quality of education." What would we put in its place?
Just the debate concept alone raises a plethora of questions because of a lack of clear definitions of terms and a context for discussion. If we view new technologies and media as potential tools of the trade for education and if we are to progress, they are essential. Let's examine the debate and some principles to guide your approach for integrating technology into instruction in such a way that it will at least have a chance to be effective.
Undefined Terms and Contexts
Certainly, if we look at what happens in schools, the effectiveness of technology depends upon the appropriate selection and implementation of that technology to meet teaching and learning goals. However, the debate is broadly stated, so we can equally look at what happens outside of schools.
What do we mean by effectiveness? Is it associated with achievement on a standardized test, results of a well designed research study, preparing youth to enter the workplace, or the changes in thinking and humanity brought about by the enabling capabilities of technology, or something else? Effective for whom? We might think of effectiveness in the context of various groups in developed countries where technology is more readily available; however, consider a broader context of effectiveness for individuals in more undeveloped nations where technology use creates unheard-of opportunities for education. We might also think in a more narrow context of effectiveness for individuals with special needs (e.g., learning- or physical-disabled, non-English or non-native language speaking), or just the average guy on the street. We can associate effectiveness with contexts such as types of educational applications, specific subject areas, and a range of grade levels, including preschool.
The list goes on.
How are we defining technology? The word is so broad, encompassing any application of scientific advancements to benefit humanity. Shall we limit the debate to hardware and software innovations in the information age? Do we mean the computer, Internet, and digital tools that our youth are using? Do we debate more narrowly on specific technologies found in classrooms (e.g., calculators, whiteboards, handhelds/PDAs/iPods, laptop and desktop computers, specific educational software applications), or broadly on the technologies that have changed the way we communicate, live, and work globally?
For that matter, what do we mean by education? Is it just preparing youth so that they can eventually compete in a global economy, or should we also be placing a premium on other qualities?
