Classrooms in this era are undergoing a fast
transformation into new learning environments that are greatly cooperative, flexible,
and configurable. Large lecture halls with sloped floors and fixed seats and
classrooms with immovable podiums and tablet-arm chairs are going the way of
the mimeograph as colleges and universities redesign learning spaces to provide
new instructional models, driven by a generation of the digital age students
and students who now expect interactive, learner-centered instruction.
There’s no arguing that technology
plays an important role in education. Most of students are using personal
computers, tablets and even smartphones to research and complete assignments,
communicate with each other and with teachers about their courses and sometimes
collaborate on school projects. But that still leaves plenty of room for
disagreement on whether technology should play a major role in the classroom
itself—that is, whether teachers should rely on digital tools for a significant
portion of their classroom instruction.
On one level, the question boils
down to the way taking advantage of classroom time.
Some see a great chance for teachers
to enlarge their students’ prospects by drawing on the enormous sources of the
Internet to supplement classroom lectures and discussion. And computers can
help individualize instruction, which some people realize as a way to help guarantee
that every student is getting the most out of being in school, without either
being held back by the slower step of others in the class or getting lost as
the class zooms ahead.
Nonetheless, some people think there
is a risk that using technology in the classroom reduces the teacher’s role.
The Internet is a great source of information, these people opinion, but
teachers should use classroom time to focus on teaching their students how to manage
that information by reflecting intentionally on how it changes their view of
the world.
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