XplanaZine

My K-5 classroom experience with computers was limited to occasional rounds of Math Blaster and an abnormal obsession with Oregon Trail on which I spent countless hours fording rivers while my fictitious family died off from such dated diseases as diphtheria and dysentery. And of course I dabbled in pursuing conniving Carmen Sandiego and her minions across the world, space and time. Later, in junior high and high school, teachers herded us in field-trip fashion down to the computer lab for research projects. However, the emphasis on computers in my K-12 world was never significant; during my tenure in the pre-college education system computers in the classroom were merely a novelty, not a necessity.

Whereas paltry software, stringent budgets and a general lack of computer skills prevented my generation from fully utilizing technology in school, a new generation of students is emerging that is dependent upon computers for learning. But as computers and technology become invaluable to the learning process, the problem remains as to whether teachers possess the necessary skills to successfully integrate technology into their lesson plans. This generational gap between teachers and students poses a discernible problem in terms of skill level. In today’s world where most kids communicate via IM more often than picking up the phone and surf the internet like pros, it is often the students who are more computer savvy than their teachers. The question then arises: Are teachers adequately equipped with the technological know-how to ready their students for the computer-driven real world?

Today, young people represent the most technologically receptive sector of society, as many kids struggle to remember a world without Google or downloadable music. Virtually raised on computer technology, today’s generation of students navigate the web as if it were second nature and create impressive computer-based projects that make dioramas and poster board seem primitive. In addition to students’ frequent use of technology in the classrooms, they are the ones enthusiastically embracing new technologies for learning. As additional technology such as PDAs and cell phone internet access infiltrate the learning environment, their use in learning will need to be considered by teachers as well.

The escalating importance of technology in education challenges many teachers who do not possess the technological skills to adequately prepare students for the computer-driven real world. Many teachers were schooled in the hunting and pecking method of typewriters, and complex new technology is somewhat overwhelming. However, the integration of such technology as PowerPoint presentations and computer-based learning activities not only acclimate students to prevalent computer software, but they also benefit students by targeting various learning styles and intelligences. In order to prepare students for life after high school, some technology-based instruction is essential and required by national and state standards.

National and state educational technology standards require that by graduation from high school, students possess mid-level computer skills using a variety of programs and the internet. Additionally, as higher learning opts to incorporate more online courses and computer-based technology into their curriculums, the necessity of possessing moderate computer skills upon college entrance is monumental. Subsequently, the pressure mounts on the shoulders of the K-12 system to prime students for the ensuing collegiate emphasis on technology.

But in order to prepare students the high-tech world beyond the classroom walls, teachers themselves must first accumulate the necessary skills.

The most widespread and effective method of empowering teachers with new skills and knowledge is through professional development. Professional development varies by state and district but is typically offered in the form of workshops lasting in length from several hours to a full day. Professional development is essentially ongoing training for teachers with the intention of continually updating and expanding teachers’ skills and knowledge. The growing importance of professional development (especially for technologically-impaired teachers) is evident in the U.S. government’s decree that 25% of funds designated to the No Child Left Behind Act would be allocated to training and professional development.

The government is not the only group noting the need for tech-savvy teachers. Technology in education is also a primary concern for teachers, exemplified in a 2000 survey conducted by the National Center for Education Statistics that revealed 74% of teachers who participated in a professional development course did so on the topic of integrating technology into the subject or grade they taught. However, despite the intentions of professional development, the study also indicated that 27% of teachers still did not feel entirely prepared to integrate educational technology into the grade or subject they taught.

The ongoing training of teachers, especially in regards to technology, is crucial to the future of education. Though professional development workshops are advantageous to teachers, they are often criticized for the condensed sessions and lack of follow-up. Studies indicate that teachers and adults retain information better when put in collaborative learning environments and are encouraged to apply skills learned in training sessions to the actual classroom setting.

Essentially, schools need to require more extensive professional development classes and encourage application of technology and skills in the classroom environment. Teachers need to be able to help technologically-impaired students acquire basic computer skills while keeping up with the budding Bill Gates’ of their classrooms.

Though the generational digital divide is an obstacle in the future of education, it is a hurdle that can be cleared with ease if school systems demand more from instructor training. In order to effectively teach this new generation of tech-savvy students, teachers must be proactive in their approach to computers in the classroom through professional development training and self-tutoring. Teachers need to update and expand their computer skills beyond word processing and Oregon Trail or they will inevitably end up as casualties of the digital revolution.