Chpt 3 Rethinking Education

   Overall, I don’t think this chapter was a good representation of the technology argument from the skeptics’ perspective.  Many of the arguments were immediately addressed by the technology enthusiasts.  Also, the arguments picked made the skeptics seem stubborn and ignorant about learning and education.  For example, the list on pg 30-31 with the constant advancements in technology like paper and pens that were discouraged then, but now widely accepted learning tools.  This list compares a tool like paper to a tool like a computer or an interactive white board in the aspect that people don’t automatically accept them, but soon they will become accepted practices in learning.  The comparison between the two is definitely not equal because in order to accept today’s technology we must reinvent our definition of school and learning.  This was not the case back when paper was the revolutionary advancement to replace chalk and slates.  The paper can do all the same things a slate could—practice writing words and sentences, working out math problems, etc.  Teachers could basically go through their lesson plans and replace the word “slate” with the word “paper” and not change the structure of teaching.  Now, a computer is not replacing any familiar tool.  It can do so many advanced processes that the children can have precedent access to.  The teacher must change the lesson plans, style of instruction, and even basic ideas about the goals of the education system in order to incorporate new technology.  With such a drastic change, I understand why teachers are so hesitant, especially since they have no model for how to instruct and are sometimes not even as familiar with the tools as the students are.  It undermines the ultimate authority the teachers used to have, as the book points out.  But the idea that teachers would not use a tool that greatly advances learning possibilities and allows their students freedom to discover specialized information makes the technology skeptics seem unreasonably stubborn.  They would not do what’s in the best interest of their students because they will have to compete with computers for the power of authority.  The book makes skeptics out to be the “bad guy” and worse teachers for not thinking of the student’s needs first. 
   However, the chapter does outline some of the barriers for not upgrading technology such as cost and access without a rebuttal.  I think these items are my main concern in implementing technology into my classroom because of the district I want to work in.  Of course I can’t hand select my school and grade level, but ideally I plan to move back to my hometown.  The problem with teaching in Northern Wisconsin is that it is a very low-income area.  Many families there are below the poverty level.  Having access to computes and interactive whiteboards will be a challenge.  But hopefully, with grant money, my classroom can secure some of the advanced technologies other higher-income schools have the opportunities to utilize.