Original: larry cuban translation: CW123 - lostory of earlybird email: http://cw123.yeah.net English level limited, for reference, free reprint, with English original. The application of computer technology in the classroom is a confusing issue for its positive professionals and suspicion. In the American teacher, it is not enough to use computer and other information techniques (a few times a week); three to 40% occasionally used (approximately one per month); for others - four to 50% - Don't touch those machines at all. When the computer application in the statistics classroom, people find that these powerful techniques are often used to typing typing and some low-level applications. All of this is the result of the new year after the popularity of computer popularization, Internet applications, and software purchase. However, in other social organizations, such as hospitals, large companies, supermarkets, computer applications are very common. The school situation is very different. What is the phenomenon of computer technology application efficiency in school? This issue does not have to talk more for professionals. The answer is simple, none points to teachers: they have no sufficient learning in the university, lack of specific practice training, innocent learning new technology, teachers are too old, have "technical phobia", etc. One thing is worthy of recognition, some of the above-mentioned contradictions that understand why the computer is general, and this contradiction does not improve accordingly. However, in these reasons of the emperor, there is a fact that the fact that people ignored are the fact that these American teachers, approximately 70% have a computer in their home and is used for preparation, contact colleagues and friends, and query network information, and handle personal affairs. In short, most teachers are more than using computers in schools. There is no technical phobia in patients. It is this fact that has led to the confusion of new technologies in the technology innovation trend in the classroom. At the same time, it is also this fact that I have prompted me to explore some other reasons for this different differences. These reasons are rarely mentioned in the media propaganda, whether they are active, or have a suspected call. I will elaborate this confusion from the following five aspects and launch the issue of discussing new technological applications of teachers. Experts put forward contradictory recommendations - in the past two decades, experts who were employed by hardware manufacturers and high-tech companies have encountered teachers, especially high school teachers to use new technologies in class. They said that in order to make students more, faster, better learning knowledge is prepared for the 21st century knowledge economy, teachers must use emerging, information-intensive computer technology. But these self-proposed intelligence, a wishful expert about how the computer is used in school, and what do you say to the teachers? When the early 1980s, the desktop computer appeared in the school, computer hardware and software manufacturers requested high school teachers to make their students "well-known computer technology." At that time, the so-called "well-known computer technology" refers to how to write a Basic program. Experts say that learning programming will make students think clearly and easy to employ. Teachers who have received faster and self-study in the computer technology have devote the task of teaching this program language in the new computer classroom. However, in the late 1980s, Basic has disappeared. Today, many of the many spiritual experts have actively urged high school teachers to teach computer applications, such as text processing, electronic tabulation, database applications, because the computer is a powerful tool for a data analysis, not only, can master These applications can get better jobs. Communities continue to invest in the construction of computer classrooms, train more teachers, and students begin to learn the courses necessary for the keyboard entry and software applications that will be used in the future.
It came to the mid-1990s, and the experts in the middle of the experts have been transferred, and the so-called "well-known computer technology" has new meanings. Teachers have been asked to integrate new technologies into their daily classroom teaching activities by placing 4-6 computers in the classroom, rather than bringing students to the computer classroom. In order to help students make multimedia demo software, teachers are asked to master and write hypertext, ie HTML languages. These experts and their allies claim that students who "Tongxia Computer Technology" can use the Internet to explore sex learning, with E-mail interconnected, and can write WWW pages independently. A set of books claimed to "network era" truly advocated the importance of the school into the Internet as part of the real world every day. Therefore, in the last 20 years of last century, experts continued to provide some non-changing advice requirements teachers: professor Basic, professor HTML, professor Internet application skills, e-mail, and make multimedia applications, professor some conversation and Computer applications related to future work requirements. Now, let us imagine a group of ordinary high school teachers in the Silicon Valley Central area, these years have been chasing unpredictable experts and desire to help students continue to learn. They participated and mastered the training of software applications provided by the local area. They purchased a computer and used a computer preparation, score, score, and collected teaching materials that they might be used on the class. They are very keen to use computers with students, while listening to the experts, but because experts suggest that they are in order to change, they are also in the cloud. What makes them uncomfortable is not our self-contradictory but other factors. Working environment of busy labor - although information technology has brought tremendous changes to many large companies 'work environment, our teachers' daily arrangements and working conditions have almost no different from previous. They a day five classes, 50 to 55 minutes each time. The five lessons include at least three different subjects; that is, the mathematics teachers have an example, including two primary algebra, two geometries, and a solution. Among these five classes, this math teacher gave 140 students to class a day. Teachers in other communities, according to the financial resources and leadership of the school, will give 125 to 175 students every day. Taking a language in our language (US, English) teachers, he needs to arrange the three-segment sub-class composition class and design five questions about "Hamlet" for two senior students. He will also face the task of rapid approval of 130 students. Like all other high school teachers, he has to take a certain time to prepare a teaching plan every day, find a student talk, change exercises, communicate with parents or guardians (vendors ---?), Browse review of video information, maintenance recorders or other teaching equipment, There is a school copy machine to print materials for students. So he and the above-mentioned mathematics teacher, like many other education, and busy the group to complete the daily teaching task every day. Other aspects of the demanding demands - high school teachers need Talks about this professional discipline; they need to maintain classroom teaching order; they need to discover all kinds of bad behavior habits of students, prevent problems, they need to treat each student is both kindly Strict requirements; and, in accordance with superior administrative orders, students have reached admission requirements and allow students to complete their graduation exams. Teachers must urge students to complete exercises and other homework and have direct responsibility for students' exam results. Therefore, as a high school teacher, in addition to the need to have the knowledge of the professional discipline and teach students to the teaching ability, the toughness of the long runner needs, full of 15 rounds of boxers, the magician's kindness, The street gambler's alert.
Technology is born, it is difficult to properly use computer technology, teachers need to be very patient. To ask the teachers who are best at computer applications about the machine itself and software issues. Most schools cannot bear expensive home technical support services. Even if these schools have computer maintenance personnel and some enthusiastic students help solve the trouble, repair the machine, it is still able to see the software crash and the server, and delay the original postup plan again and again. So new software and various upgrade packages continue to consume these originally limited machine memory and speed. Then there is more system paralyzed; more focus is rotten. These teachers who are very keen from new technologies are constantly asking: "Is it worthwhile to do in the past?" Management decision makers ignore the real feelings of teachers' technology applications - teachers rarely participate in discussing what technology is more Suitable for use with students, and how hardware and software is both suitable and reliable in the classroom. The actual situation is exactly the opposite. It can reasonably play the performance of the classroom disappeared, and the computer classroom equipped with various devices that have been donated or purchased. The computer also appeared on the office desk of the teacher. Management admonish teachers accept courses training that have just provided the latest computer technology. I rarely presented that the problem is that the teacher has to face the daily heavy working environment, itself or the outside world requires teachers to consume time and energy, unreliable computer hardware and software facilities, and feel that people are constant. Why do teachers who are busy with the students to complete the teaching tasks all over the day to listen to the technical advice from experts from experts? Captain Teacher Classroom Teaching Process Do not make full use of computer technology to make us only see a brightening side of the problem. This will lead to ignore the insights 'affected teachers' daily work learning more direct reasons. Just familiar with the new media, the big companies, management decision makers, and what the hardware and software suppliers ignored are just the calls of teachers, and the heavy daily working environment of teachers, computer technology self-defects and Experts changed unpredictable advice. The above reasons are ignored by it reflecting the real situation of the school, and the cost is expected, and it is rarely mentioned in the technical manual of computer hardware and software suppliers. Nonetheless, these reasons are more convincing in solving computer technologies in solving at the point of view, and the school class has been very persuasive.
-------------------------------------------------- --------------------------- Apistical: English Original The Technology Puzzle by Larry Cuban Here's A Puzzle for Both Cheerleaders and Skeptics of Using New Technologies in . the classroom Out of every 10 teachers in this country, fewer than two are serious users of computers and other information technologies in their classrooms (several times a week); three to four are occasional users (about once a month); and the rest --four to five teachers out of every 10 -. never use the machines at all When the type of classroom use is examined, we find that these powerful technologies end up being used most often for word processing and low-end applications and. this is after a decade of increases in access to computers, Internet capability, and purchases of software. in other organizations (think hospitals, major corporations, supermarkets), computer use is ubiquitous. Not so in schools. How can this phenomenon of infrequent, Low-End Use of Technology Be Occurring I ?. N our schools For experts, there is no puzzle to be solved The answers are straightforward and all point to teachers: their insufficient preparation in universities, their lack of specific training, too little time to learn, too many older teachers, "technophobia "
. And so on, ad infinitum Surely, some of these scattershot explanations have merit in attempting to understand the paradox of increasing access and infrequent use What is missing from these neatly packaged reasons, however, is one overlooked fact:. Of those same 10 American teachers, about seven have computers at home and use them to prepare lessons, communicate with colleagues and friends, search the Internet, and conduct personal business. In short, most teachers use computers at home more than at school. No technophobes here. It is this fact that creates the puzzle of limited classroom use of new machines amid a river of technology money. It is this fact, too, that drives me to examine other reasons for the disparity, reasons seldom voiced in the media by either promoters or skeptics. The Five Areas That Follow May Offer Explan The Debate Over Teachers' Use of New Technologies: ContraDictory Advice from Experts. For Almost Two Decades, Experts Hired B y corporate vendors and entrepreneurial academics have exhorted teachers, particularly those in high schools, to use new technologies in their classrooms. Teachers must use the new, information-rich machines, they say, so that students will learn more, faster, and better to be prepared for the 21st century's knowledge-based workplace. But exactly what have these self-appointed experts told teachers about how computers should be used in schools? When desktop computers began to appear in schools in the early 1980s, corporate leaders urged high school teachers TO GET Their Students "Computer Literate."
The phrase then meant learning how to write BASIC programs. Experts said that learning to program would prepare students to think clearly and get jobs. Computer-savvy teachers who had learned BASIC on their own plunged into the task of teaching the language in newly established computer labs. By the late 1980s, however, BASIC had disappeared. Now, freshly minted experts prodded high school teachers to teach computer applications (for example, word processing, spreadsheets, use of databases) because computers were analytic tools and, in the work world , knowing these applications paid off. Districts invested in more labs, more teachers were trained, and students began taking required courses in keyboarding and learning software applications that were used in the workplace. By the mid-1990s, the prevailing wisdom among experts had shifted , And Computer Literacy Took on New Meanings. Teachers Were Now asked to Integrate The New Technologies Into THEIR DAILY CLASSROOM ROUTINES BY PLACING FO ur to six new machines in each teacher's classroom, rather than sending students to computer labs. Teachers were urged to learn and teach hypertext programming, or HTML, to help their students create multimedia products for an audience. Experts and their allies now said that students WHO WERE Computer Literate Knew How To Do Research On The Internet, Communicate Via E-mail, And Create Their Own World Wide Web Pages. A Series of So-Called '
Net Days advertised the importance of wiring schools for the Internet, so that students could become part of the real world each and every day So, for the last two decades, experts have urged upon teachers an ever-shifting menu of advice:. Teach BASIC . Teach HTML. Teach skills of using the Internet, e-mail, and producing multimedia projects. Teach applications relevant to the constantly changing workplace. Now, let's imagine a couple of average high school teachers in the heart of Silicon Valley who have been around for these years of shifting advice and are eager to help their students learn. They have taken courses on using software applications that their district offers. They bought computers and use them at home extensively to prepare lessons, record grades, and search the Internet for lessons THEY Are Enthusiastic About Using Computers with Their Students; But, Since The Advice Keeps Changing, They Have Largely I gnored the wisdom of the moment. What gives them pause is not the experts 'contradictions but other factors. Intractable working conditions. Although information technologies have transformed most corporate workplaces, our teachers' schedules and working conditions have changed very little. They teach five classes A Day, Each 50 To 55 Minutes Long. Their Five Classes Contain At Least Three Different Pregration
that is, for the math teacher among our five, there are two classes of introductory algebra, two of geometry, and one calculus class. In those five classes, she sees 140 students a day. Colleagues in other districts, depending on how affluent the district is and how determined the school board and superintendent are to keep class size down, may see 125 to 175 students a day. Or take the English teacher in our group, who assigns an essay in three of his 9th grade composition classes and for his two senior classes asks the students to answer five questions on "Hamlet." He will face the prospect of reading and correcting 130 papers for students who expect their homework to be returned earlier rather than later. Like all high school teachers, he has at least one period a day set aside for planning lessons, seeing students, marking papers, making phone calls to parents or vendors, previewing videos, securing a VCR or other equipment, and using the school's copy machines for producing studen ... T materials So he and the math teacher, like most of their colleagues elsewhere, remain people for whom rollerblades would be in order to meet the day's obligations Demands from others High school teachers are expected to know their subjects inside and out; they are expected to maintain order in their classrooms; they are expected to report instances of abuse and spot signs of behavioral problems; they are expected to be both friendly and demanding of each and every student;
and, with district and state mandates for students to meet higher academic standards and take tests that can spell the difference between graduating or staying in school longer, teachers are expected to prod students on homework and other assignments and to be personally accountable for how well the students do on tests. So teaching high school, in addition to knowing one's subject matter thoroughly and being able to convey it to others, requires the grit of a long-distance runner, the stamina of a boxer going 15 rounds, the temperament of a juggler, and the street smarts of a three-card monte dealer. The inherent unreliability of the technology. Add serious technology use to the mix, and a teacher needs infinite patience. Ask even the most dedicated teacher-users about the reliability of these machines And Their Software. Most Schools Can't Afford On-Site Technical Support .hen They Do Have Coordinators and Eager Students Who Troubleshoot Problems And Do The Repairs, There STILL . Software glitches and servers that crash, torpedoing lessons again and again Then new software packages and upgraded ones require more memory and speed from machines that are sorely limited in their capacity More breakdowns;.. More pulled hair These caring and techno-enthusiastic teachers ask , "What did I do to deserve this?" Policymakers 'disrespect for teachers' opinions. Teachers seldom are consulted on which technologies make the most sense for them to use with their students, what machines and software are both sensible and reliable for their classrooms Instead, Their Classrooms Disappear in The Equation. Fully Stocked Labs with Donated or Purchased Equipment Appear. Machines Pop Up on Teachers'
