Rachel C. Lees
As educational technology stands today, there is a heavy push for the usage of technology in classrooms for both simple and complex functions.
Standpoint 1: Technology is a wonderful tool for expanding students’ grasp outside the classroom and into new worlds. It can make tasks easier and it can take a lot of the manual drudgery out of everyday tasks that can free teachers up for what really matters: the substance of the lesson and the conceptual mastery.
Standpoint 2: If we integrate technology into the “manual drudgery” of classroom tasks, isn’t there a risk that students will lose their most basic skills or, worse yet, not develop them at all? For example, why should students use the dictionary or thesaurus when they can easily find those on websites? Why should they learn spelling and grammar when the “spell check” does it for them?
For Discussion: Wouldn’t it only be dwelling on archaic, outdated lessons if we pushed for the use of “analog/book” technology? Why would teaching these skills be necessary? After all, we had to give up one-room schoolhouses at some point. If we are truly moving into the age when the computer dominates our basic skills, are we doing ourselves a service or a disservice?
About the Author
Rachel Lees recently graduated from Ithaca College with a B.A. in English and minors in Classical Studies and Art History. She’s currently earning a Master’s degree in childhood education and pursuing teaching certification in first through sixth grades. When asked to briefly describe herself Rachel stated, “I’m from a military family in New England, and I live in Ithaca now with a cat and a lot of books on my shelves.”