By William D. Pflaum
In the course of the know-how growth of the Nineteen Eighties and Nineties, pcs appeared set to revolutionize schooling. Do any of those provides sound universal? -Technology could aid all scholars research higher, due to multimedia courses in a position to adapting to person wishes, studying types, and ability levels.-Technology could rework the teacher’s position from a purveyor of a one-size-fits-all curriculum to a facilitator of pupil exploration.-Technology could exchange static textbooks with dynamic, interactive studying assets that have been regularly up-to-date.-Technology might improve attempt rankings, as engaged and prompted scholars got complex abilities, problem-solving talents, and a turning out to be thirst for wisdom. by means of 2001, academic fabrics developer William D. Pflaum had all started to suspect that know-how was once now not the all-purpose answer it had appeared. He determined to work out how pcs have been rather getting used in U.S. study rooms and launched into a yearlong highway journey to a cross-section of hassle-free, heart, and excessive colleges in the course of the country. during this ebook, he recounts his trip. even supposing he did locate know-how software to appreciate, too usually he came upon damaged gives you: thousands spent for little measurable achieve, difficulties rather than strategies, a repair rather than a fix.This within examine computing device use in our faculties stocks the voices, studies, triumphs, and frustrations of educators and scholars in city, rural, and suburban settings. the writer presents perception into the main roles that desktops at present play within the lecture room and clarifies what we needs to do make sure that the promise of know-how is fulfilled . . . and that scholars actually profit.
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Additional info for The Technology Fix: The Promise and Reality of Computers in Our Schools
Sample text
Randall looks at me, eyes shining. “Tell Mr. Pflaum what you did today,” Peter prompts. “I got my 25 points! I mean, I got my baseball tickets. Me and my mom are going to a game,” Randall says excitedly. Peter explains that the school uses a reading motivation program that awards children points for the books they read independently. When a child accumulates 25 point, they receive two tickets to a major league baseball game. Peter shows me Randall’s record sheet. 1 points. 6 points,” Peter says to Randall.
One 7-year-old boy enters the class in a jittery two-step. He sits down, raises his legs, braces them against the computer table and pushes back, almost tipping over. He sits sideways on the seat, swinging his legs while lifting the headphones on and off repeatedly. He leans down and puts his head under the table. Jeremy speaks to him in a hushed tone, but the boy’s fidgeting continues. A boy with a hearing impairment comes in. I watch him put on the headphones while Jeremy explains that the boy’s teacher wears a microphone and transmitter that send sound impulses directly to the boy’s hearing aid.
Randall was obviously good at math, too. Peter explains that some teachers and librarians object to the motivation program. And some librarians don’t like assigning levels to books because they fear that kids won’t reach beyond their current comfort zone to explore more challenging books. Peter understands these objections but says that he is primarily interested in the results: It’s summer, and Randall is reading. As Randall and Peter head to the office to get the baseball tickets, I go to another classroom.
