Technology Is Not Holding Students Back
Technology is not holding students back. Technology is a valuable resource for students. The landscape of technology is evolving and changing every day, and students are benefiting from it. Having access to up-to-date technology like computers and tablets prepares students to acclimate to a school system and work environment which is increasingly technologically advanced. The availability of information on the internet and interactive online educational learning tools are helping students expand their opinions. Technology is allowing students more access to resources; it allows them to work at their own pace and develop independent learning skills.
Technology allows students access to otherwise unobtainable resources. Many of the schools in which technology-based learning is being integrated are high-poverty schools. Normally the student body population of high-poverty schools is dominated by low-income and racialized persons. Usually, these schools are severely understaffed, and the teachers are underpaid compared to well-funded schools in high-income areas and schools with a predominantly white student body population. In 2017 the Learning Policy Institute discovered that teachers employed in low-income Title 1 schools had a 50 percent higher turnover rate. Often teachers will leave to find higher-paying jobs. Additionally, students who are attending schools in high-poverty areas are less likely to receive educational skills at home that will be useful in a corporate setting. Most likely, parents are more focused on providing basic needs like food, water, and shelter. Emily A. Vogels explained the results they discovered about technology in low-income households:
In 2015, 35% of lower-income households [adults who earned $30,000 or less a year] with school-age children did not have a broadband internet connection at home. (Vogels, 2021)
The only way the students can complete their online homework and access additional resources is at school. Vogels also found that adults who earned more than $30,000 a year were more likely to have access to technology at home. Also, commonly, schools in high-poverty areas will have outdated materials in the library or underperforming pieces of technology like old computers or tablets. Therefore, students need access to contemporary resources to help the overall student body maintain a level of education that is just as good as well-funded schools.
However, not every school that has integrated technology into the learning material is in a high-poverty area. Some schools like to use technology to allow students who prefer to work at their own pace the space to do so. Quite a few of these schools are well-funded. Writer Nick Pandolfo explains in their article that a low-income school like The Bronzeville Scholastic Institute (Chicago, Illinois), with a 96.6% African American student body population; only had 24 computers to share among three school districts. As opposed to the well-funded Wilmette Public Schools District 39, with a 74.4% White student body population, which “has at least one lab with desktop computers in each of its schools, as well as laptops and some iPads for classroom use” (Pandolfo). Pandolfo went on to report that many of those students in The Bronzeville Scholastic Institute were not able to use a flash drive or had difficulty using Microsoft Word. In the 21st century, people must grasp the basics of technology to survive in modern everyday life and in the workplace. Students who do attend schools in high-poverty areas are, of course, capable of excelling in their classes. In a study conducted by GreatSchools in 2017, the staff provided a list of racialized spotlight schools in low-income and high-poverty areas where students excelled in their classes overall. For example, the statistics for the American Indian Public High School (grade 9-12) showed that the “college readiness rating” was 10 out of 10. Every student needs to learn at their own pace. Many students are grateful to receive individualized learning opportunities. Some students do not wish to openly acknowledge their shortcomings in learning. The technology allows for a certain amount of discreteness. Other students may greatly appreciate that they can tailor the pace at which they complete assignments, and some people prefer to complete assignments earlier than others.
Likewise, in addition to allowing students to learn at their pace; technology also encourages the cultivation of independent learning skills. Independent learning skills include self-organization, time management skills, adherence to deadlines, and developing goals and ideas. Having the responsibility to manage your education allows you to develop these necessary skills – you always have to be on the ball. Especially in a world where, as the author, David Nagel said, “Nearly all teachers – 95 percent – are using technology in the classroom nowadays”. Teaching students independent learning skills is necessary. It will allow them a fruitful return on their investment of time and hard work; thus, increasing the potential of producing creative, curious, efficient, and effective leaders. As a student, I have had to do projects which utilized technology. In 2020 I exclusively did online classes due to the COVID-19 pandemic. One of my teachers had us do a group project despite the class being an online course. The project was to create a podcast. Doing a group project provided much-needed human interaction and renewed my hunger for creativity and curiosity. I was able to utilize my independent learning skills to provide adequate research, develop a script, and coordinate meeting times.
These skills are essential for developing success in life and proficiency in a work setting. Before the pandemic technology like smartphones, computers, and tablets were already being integrated into the workplace. The pandemic accelerated the rate at which technology is being implemented. The statistics for technology in the workplace are published in an article from July 14, 2021, which stated:
Stats about technology point out that some 59% of organizations let their employees use their own devices for work-related purposes, and 13% are planning to do so in the next year. (29+ Technology)
With this statistic in mind, students all over the world will be required to know how to navigate technological devices like smartphones and computers. If students are not familiarized with up-to-date technology, they will be left behind in the workplace.
Even still, simply learning the material is not the end-all and be-all of life. The quality of education is also dependent on how much the student enjoys learning. Learning is such an individual process, and everybody is different. Learning at a comfortable pace, evolving your ideas, and having the freedom to advance your degree of creativity are critical. Having access to resources is one of the main ways to achieve that goal - you cannot explore the information you are not privy to. When you are allowed to be creative and work at your pace, the likelihood of enjoying the learning process increases exponentially. The brain adores happiness; our brain’s reward system releases dopamine when we are happy. Happiness reinforces the need to repeat the behavior. Students are more likely to love learning if learning makes them happy. Admittedly teachers cannot rely on technology to do all of the heavy liftings. Teachers do need to consistently engage and interact with their students. For example, when I was in high school technology, was being integrated into lesson plans more frequently. I also remember using apps such as Quizlet and Kahoot! to play fun interactive study games with the other students. Sometimes the teacher would incentivize us with a reward like extra credit, but other times we simply played for bragging rights. The games encouraged us to think fast and use our social skills. Having to engage with my peers while using my independent learning skills brought me happiness and made me want to succeed in class.
Despite my account explaining how technology helped me, some critics may or may not agree with the argument presented in this paper. Writer Natalie Wexler’s opinion is in opposition to the argument presented. Wexler wrote “How classroom technology is holding students back,” nevertheless Wexler did admit that integration of technology in the classroom does have some benefits. In the article, Wexler included statements from their interview with Larry Berger the CEO of Amplify. Berger identifies the positive impact of technology in the classroom. First, Berger speaks about the discreteness technology provides regarding students’ learning ability: “Berger claims technology makes it easier to group students by ability, give them appropriate tasks, and assess their performance. Plus, he says, "It's all invisible at the student level" (Wexler). Second, Berger examines the resources technology makes available, stating, “Videos and audio recordings can help bring it topics to life or give kids access to texts they would struggle to read for themselves" (Wexler). Lastly, he goes on to explain how technology enables students to work at their pace, Berger states, “Technology can also enable motivated, gifted students who might be bored in class to race ahead of their peers or take online lessons that aren't taught at their school” (Wexler).
Notwithstanding, learning through technology is not perfect. Each method of learning has problems. Technological-based learning has problems just as traditional methods of learning do. One of the biggest arguments against the integration of technology-based learning is that education is being outsourced. Also, that technology does not prioritize communal learning or facilitate the building of social skills. Indeed, these are both relevant and valid arguments. Some evidence suggests students’ grades are suffering because of technology. However, the majority of these studies are performed in a school setting. Currently, there is little to no evidence that suggests homeschooled students who use technology or online students are performing worse at an academic level. Furthermore, just because technology is used in the classroom does not mean that education is automatically being outsourced. I can only speak from my personal experience but, again, in high school, even if we were working independently on computers or our phones, the teachers would always check in on us and ask if we needed help. Most of the teachers I had were very attentive. I have had a similar experience in college. Currently, I am enrolled in online college classes, but I still find ways to engage with the learning material. I can participate in online group meetings, email the professor if I do not understand something, and participate in discussion posts. Discussion posts allow students like me to share their opinion and learn about other students’ opinions. Technology does not have to be limited to a one-person experience. Technology can help students communicate with other students from different backgrounds. Technology can expose students to different viewpoints on topics, thus encouraging the circulation of various opinions.
There are problems with technology-based learning, including outsourcing education and the impediment of social skills. However, the implementation of technology in classrooms is necessary. The world is evolving, and the standard of education is rising. The benefits of technology-based learning are growing. With technology, students have access to additional resources, a comfortable amount of discreteness about their learning ability, and the ability to tailor their learning experience.
References
“2.2 Poverty and Race: How Do Students' Backgrounds Affect Their School Performance?” ED100, ed100.org/lessons/poverty.
“Bronzeville Scholastic High School.” SchoolDigger, www.schooldigger.com/go/IL/schools/0993005792/school.aspx#:~:text=Compare%20Deta ils%20Racial%20makeup%20is,%25)%2C%20Asian%20(0.9%25).
by: GreatSchools Staff | May 17, 2017 Print article. “Spotlight Schools for African American Students.” Parenting, 17 May 2017, www.greatschools.org/gk/articles/great-schoolsafrican-american-students-spotlight/.
Digital in the Round. “29+ Technology in the Workplace Statistics for 2021.” Digital in the Round, 19 July 2021, digitalintheround.com/technology-in-the-workplace-statistics/.
Nagel05/08/19, David. “How Teachers Use Technology in the Classroom.” THE Journal, thejournal.com/articles/2019/05/08/how-teachers-use-technology-in-the-classroom.aspx.
Pandolfo, Nick. “As Some Schools Plunge into Technology, Poor Schools Are Left Behind.” The Hechinger Report, 30 Mar. 2020, hechingerreport.org/as-some-schools-plunge-intotechnology-poor-schools-are-left-behind/
Sutton Travis July 19, 2019. “10 Challenges Poor Students and Teachers Face.” Best Life, 19 July 2019, bestlifeonline.com/low-income-student-teacher-challenges/.
Vogels, Emily A. “Digital Divide Persists Even as Americans with Lower Incomes Make Gains in Tech Adoption.” Pew Research Center, Pew Research Center, 10 Sept. 2021, www.pewresearch.org/fact-tank/2021/06/22/digital-divide-persists-even-as-americanswith-lower-incomes-make-gains-in-tech-adoption/.
Wexler, Natalie. “How Classroom Technology Is Holding Students Back.” MIT Technology Review, MIT Technology Review, 29 Apr. 2021, www.technologyreview.com/2019/12/19/131155/classroom-technology-holding-studentsback-edtech-kids-education/.
“Wilmette SD 39: Racial/Ethnic Diversity.” WILMETTE SD 39 | Racial/Ethnic Diversity, www.illinoisreportcard.com/district.aspx?source=studentcharacteristics&source2=studentd emographics&Districtid=05016039002.