Kleinman, G.M., (April-June200). Myths and realities about technology in K-12 schools. Leadership and the New Technolgies, Issue 14, April-June 2000. Retrieved 5/17/2005 from http://www2.edc.org/LNT/news/Issue14/feature1.htm.

Article Description:

There are five major myths about technology education. The US spent nearly $7 billion on computers in 1999, but did the school get an adequate return on the investment? Maximizing our investment means having a clear goal for the technology and exposing some of the myths about technology. The first myth is that simply having computers will improve learning; and the more computers the more learning. This is not true as teachers need to be trained on how to use the computers best, or the computers become little more than dust magnets. Second, all schools have explicit goals for how computers should be used. Many districts, and individual schools within them, use computers for different purposes. Unless there are specific (and written), goals/ outcomes for computers, they may or may not be fully utilized. Third, once teachers are trained they are ready, able, and willing to implement technology in their classrooms. There are actually five stages of ‘instructional evolution’ the teachers go through. Generally after the initial training, they are only at the first stage, the ‘entry’ stage of comfort with integrating technology in their classrooms. They need more training and coaching before they enter into the ‘appropriation’ stage—the fourth stage—where technology is seamlessly woven in the classroom. The fourth myth surrounds the different technology plans of individual school districts. To be eligible for federal funding, districts have to write a technology plan into their school outcomes. This then creates technology as a goal. But, it is not a goal it is a tool to read an educational goal. Last, simply giving school computers will ensure that all students become computer literate. Studies have shown that poor school lack training, not necessarily equipment, and this is the biggest cause of their lagging behind in technology literacy.

Interpretation:

I thought this article had some very interesting points and some points that I just assumed were common knowledge, but must not have been. Specifically, the author mentioned that technology is a tool and not a goal. I really like the way that was stated. Either we use the computers for our purposes—to get children to learn—or they sit dormant in a corner of the room. I know that there are many computers in my building sitting collecting dust because the teachers don’t use them. Much of this stems from a lack of training. The article mentioned five levels of comfort with technology and that after one training, most people will find themselves in the first level. That means that they still are not comfortable enough with the technology to include it in their classrooms. Many, many times I have sat in on a one-hour training on a piece of software, or (more rarely) hardware. After the training, I am then required, or encouraged, or expected to include this in my classroom. Well, let me tell you, it does not often happen. I like what I see. I want to include it in my class. But, there is still more time needed for me to interact with the technology to be comfortable enough with it that I can find a way to bring it into my classroom. Overall, I thought that this message was delivered with clarity by the author, and I would like to bring a copy of this article to the next technology training I am required to go to.