In his book Silicon Snake Oil, Clifford Stoll expounds
on the demerits, and occasionally, the merits of computer
technology, focusing on computer networks and the Internet. Mr.
Stoll offers point after point to prove that computers "isolate us
from one another, cheapen the meaning of actual experience, work
against literacy and creativity, and undercut schools and
libraries." Mr. Stoll's arguments, although cynical and one-sided,
offer some thoughts to ponder in all the hype about technology.
How does computer technology relate to classrooms and
education? In the author's opinion, computers don't address any of
the most serious problems in our school systems, which include
"overcrowded classrooms, teacher incompetence, and lack of
security." Instead, Mr. Stoll emphasizes that "computers are
expensive, become quickly obsolete, and drain scarce capital
budgets." All of us want children to experience "the warmth, the
human interaction" that a classroom should offer. Yet Mr. Stoll
suggests that the very use of the latest interactive technology
diminishes the personal side of teaching and even gives the students
the wrong message, such as, "Go interact someplace else with this
machine for awhile." To keep up with the latest technology, students
need to learn how to use it. Mr. Stoll questions the use of
students' time "learning tools rather than concepts." Since a
computer is a machine and does not have the ability to think or
reason, computer programs often emphasize answers rather than
processes, test scores rather than accomplishments, and usually
"feed us someone else's logic" rather than forcing students to think
for themselves in order to make judgment decisions. Even in arts
programs, students are not free to use just any color, design, or
shape; they must rely on the choices given them by the program
itself. These programs, according to Mr. Stoll, take away from the
creativity of the individual and thoroughly diminish the process of
a project to how well the computer can be manipulated.
Mr. Stoll has strong opinions about the Internet. He
questions its very presence in classrooms. He wonders how teachers
can teach and encourage kids to use the Internet when much of the
information may be inaccurate, for there is really no one to monitor
the sites available to access. By encouraging students to use the
Internet teachers are giving the impression that it is a great place
to meet people. When, in fact, it provides "superficial network
interactions, which lack depth, commitment, and ordinary etiquette."
How beneficial are many of the computer software programs? Mr. Stoll
is concerned that although school boards routinely review textbooks,
encyclopedias, and library materials for use in schools, they
"seldom review software to make sure that it is appropriate and
accurate." Much of computer software teaches children that they
need to be entertained. The programs offer "sounds, motions, actors,
and text." Will these programs replace the written word? Will
children find books and other literature dull in comparison?
When I first skimmed through this book, I was excited because
finally, here is a computer expert who has written a book voicing my
very own concerns about technology. Many of these ideas had been
thoughts of my own over the years. However, it wasn't long into the
book before I began to take on a devil's advocate attitude about
many issues Mr. Stoll brings up. He offers some very good and valid
points. In my opinion, technology in the classroom has everything to
do with how the teacher uses it. Although I agree with many of his
ideas, I do so with reservations.
Mr. Stoll's point that computers are non-interactive can be
true. If allowed to, students might choose to spend hours sitting in
front of a computer, relating to no one. It is the responsibility of
the teacher to monitor this and to set limits on the time spent. I
agree that much of computer software in education encourages
students to just look for the correct answer, that many programs do
not engage children's minds. Much of the software is entertainment
rather than educational. Again, it is how one uses it and what one
chooses to use in the classroom that can make a difference. Mr.
Stoll's point that technology is ever-changing is well taken. I
agree that it does become expensive to continually upgrade and does
take time to learn the new skills as necessary. Sometimes I wonder
when it will ever stop. When is enough enough and how will students,
or teachers for that matter, ever be able to keep up with all the
learning necessary to use all the new technology?
Will computers ever replace people? Of course not. At least I
hope not. I agree that there is nothing like the real thing when it
comes to dealing with people. Using the computer should not replace
personal interactions with others, but rather just be another avenue
to establish and maintain relationships. Experiences with people on
and off the computer must be balanced.
One of the most important issues brought up by Mr. Stoll is
the idea that the computer is taking away the thrill of
accomplishment, the very learning that takes place in a process. I
agree with this point. I do think creativity is limited by much of
the software. There is nothing like hands on experiences when it
comes to learning and the computer cannot offer that in many areas.
I think that the computer, or other technology tools, are not for
everyone. Technology does offer us another avenue to explore and
use, but it should not be the only method students are allowed or
encouraged to use when completing assignments. There is nothing
wrong with the good old pencil and paper or crayons and paintbox!
Computers may save time in a lot of ways, but there is certainly
satisfaction in small steps and creating something on your own.
Mr. Stoll's general attitude about technology in his book is
very negative. It is true that a computer is not necessary to do
many things we do everyday in our lives, such as eating, sleeping,
playing a musical instrument, walking, or visiting with people.
However, I think there are many positive things about a computer. I
want to say again, it is not technology itself that is the problem,
but it is what and how it is used.
For some students using a computer may give them the only
feeling of accomplishment they have ever felt. The computer gives
students another tool to use to succeed in school. In my own
experience, students who have had great difficulty simply with the
act of writing have found the computer their answer. Students who
are nonverbal have found that a computer gives them the tool they
need to communicate with others. It is not for everyone, but it
should not be taken away from those who can benefit from it. Mr.
Stoll brings up the issue of the Internet not being valuable in the
areas of geography and social studies. He says that it just gives
factual information, but does not give "substantial information
about people." When using the Internet students have the ability to
communicate personally with people from all across the world. I
wonder how much more substantial the information would have to get
to be valuable.
Mr. Stoll makes the point that learning to use technology
will not"guarantee employment" for students. His point was to
question the amount of money and time spent on technology in the
schools. Knowing the latest technology will certainly not be the
only thing employers look for in a candidate for a job, but I am
convinced that without these skills most candidates would not be
given a chance. There are very few jobs anymore that do not involve
at least the simplest of computer skills. It is our responsibility
as teachers to ensure that students leave our school systems with as
many skills as possible. One of the reasons I wanted to delve into
technology for my masters emphasis was because learning to use
technology has never been a great strength of mine. I am not
naturally gifted in this area and decided to challenge myself to
learn more about it and to learn to use as much as I possibly can.
So I have a great interest in this subject. I guess I always wanted
to believe that technology was for other people, but not for me. I
believe that it is an important part of our society now and always
will be, so it is necessary, especially for me as a teacher, to gain
the knowledge and experience I need to help students learn in this
area.
Becoming so involved in technology has helped me to take
advantage of opportunities which might have otherwise been lost on
me. I have joined the technology team at school and, with my new
knowledge, have felt that I can make worthwhile contributions to
discussions and decisions about technology. Because the majority of
the parents of my students work at Microsoft and/or in the computer
business elsewhere, my greater understanding of technology has
allowed me to carry on intelligent conversations with them
concerning technology.
I know that my experience with technology will help me to be
a better teacher. It has certainly helped me to understand students
who struggle with things that are difficult for them. I have already
changed the way I use the many computers in my classroom by making
sure they are used in a wider variety of ways and more often. My
continuing experience with technology has also opened my eyes to the
wide variety of hardware and software available for use in and out
of the classroom. As I become more familiar with software and
hardware I will attempt to incorporate it into every avenue of
instruction. I am not about to give up some of the old ways of
teaching that have been successful for so many years, but I am
willing to add technology to my classroom in as many ways as I
possibly can which will positively impact my students.
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