ED WEEK

ED WEEK’s article, “A Digital Decade,” discusses the differences in technology between ten years ago and today, explaining “how the terrain has changed—and how it is likely to do so in the future.” The “terrain” has already come a long ways; going from “fewer than two-thirds of U.S. public schools had Internet access, and just 14 percent of those schools had connections on computers located in classrooms” to “around 95 percent” of schools being online, students are gaining more technological knowledge and access through their school day. But what happens when students’ school atmosphere doesn’t meet the home atmosphere several have in terms of technology? Another article in ED WEEK, “Outside Interests,” focuses on just this. Students have more and better access to digital technology in their homes and lives outsides of school than they do in the classroom. The reasons? Budgets and/or educators unsure of how to apply technology to lessons. This is where our class, ENG 307: Technology in the Classroom, comes in. As we—currently students and teachers in training—practice using and learn the functions of several technological applications, we begin to understand how to apply them in our classrooms and lesson plans for the future. “Outside Interests” discusses the use of iPods, video games, pod casts, and blogs within classrooms; we’re already doing this in ours. I couldn’t help read through this article and agree with the schools who are integrating technology, while at the same time questioning those who are having trouble due to unknowledgeable teachers in the area of technology incorporation. Granted, budgets can cause some problems when trying to incorporate technology into schools; but this is addressed “A Digital Age” with the “education rate” (“E-rate”) program, created by the federal government. By offering “telecommunication discounts” and “provid[ing] more aid to disadvantaged school,” the federal government was able to “furnish billions of dollars to help get schools […] up to speed.” If we are spending the money on the actual technology, let’s also spend money on programs for educators that offer knowledge in how to incorporate this technology. That way, students won’t be left at school with inadequate access, limited equipment, or an ancient version of the technology they use at home.