Myths and Realities About Technology in Schools

Bicol University
GRADUATE SCHOOL
College of Education Graduate Program

ARNEL A. ADTOON Teaching with Technology
M.A. in General Science Education May 1, 2013

Myths and Realities about Technology in Schools

Myth #1. Putting computers into schools will directly improve learning; more computers will result in greater improvements.

It is correct that if we put computers into schools it will directly improve learning but it doesn’t mean that having more computers will result in greater improvements. It is a matter of how teachers handle and facilitate the use of this technology. Even if there’s a lot of computers present at the school if the teachers doesn’t have the ability and the trainings on how to use it properly and how to integrate it on his/her lessons it will not result into a greater improvements in learning. In our school, computers are present but not all of the teachers use it as an aide for their lessons it simply because they don’t have the courage to use it, they are afraid that in one way or another they might destroy it knowing that it is very expensive. As what the reality says; all this expensive technology will yield little educational return until schools and districts address the need for professional development, technical support, the availability of appropriate software, classroom management and curriculum integration.

Myth #2. There are agreed-upon goals and “best practices” that define how computers should be used in K-12 classrooms.

All of those agreed-upon goals are good, it is on a matter on how those goals are going to be achieved. All of the goals are there but are we really prepared to achieve those goals? An example of this is in our school, the goals are there posted and being briefed to the teachers on how to use computers effectively but the problem is on how to achieved those goals without the proper trainings of the teachers. The reality corresponds to this myth is that educational goals must be clarified and that plans for purchasing, using, and evaluating the impact of technology must be developed to fit those goals. We don’t want the cart filled with computer hardware to be leading the educational horse.

Myth #3. Once teachers learn the basics of using computer they are ready to put the technology to effective use.

For me, this is correct. I agree on this myth it’s because I experienced this kind of situation. Once you know the basic on computers you can now do various things that are useful in teaching-learning process. It is just now a matter of being resourceful and discovering new things about computers by just knowing the basics. If we know the basic of computers we can research for additional information on the internet that will improve our skills when it comes to proper and effective computer usage. But of course there’s still a need for us to train ourselves for professional development. In reality corresponds to this myth is that technology to be used fully in K-12 schools, significant changes are required in teaching practices, curriculum, and classroom organization. That these changes take place over years, not weeks or months, and require significant professional development and support for teachers, and that the needed levels of training and the support change as teachers’ progress through these stages.

Myth #4. The typical district technology plan is sufficient for putting technology to effective use.

As to what really the situation is the district technology plan only limits on the purchase of the computers after that, there’s no more actions as to what will happen to the computers that are being purchase. Superiors of DepEd (not all) are interested only on the purchase of the devices. We cannot blame them because there’s money when it comes to purchasing of devices. They don’t have the plan for the professional development of those who are going to use it maybe because there’s no money on that activity. The reality corresponds to this myth is that to use computer effectively we must fully integrate it into school improvement plans, special education plans, curriculum plans, professional development plans, and all the other plans formulated by schools and districts.

Myth #5. Equity can be achieved by ensuring that schools in poor communities have the same student-to-computer ratios as schools in wealthier communities.

Same with my stand on the first myth, number of computers doesn’t really matter, it is how you use computers effectively or it is how the person handle teaching-learning situation well with the accompaniment of computers, if he or she is knowledgeable enough to use it effectively or not. The reality corresponds to this myth is that when considering issues of equity we need to examine all the essential conditions for making computers into effective teaching and learning tools, not just the number of computers purchased.