Teachers' Views of Computers as Catalysts for Changes in Their Teaching Practice

In this article 47 teachers were questioned, interviewed and observed on their use of computer technology in their classrooms. Of the 47 teachers, 32 of them were using a contructivist approach to teaching. They were categorized as using "progressive teaching practices and successfully integrated technology." These teachers said that they had made changes in their classrooms over the years, resulting in a more student-centered practice. When asked the question if technology had changed how they taught or if technology helped them make the changes they already wanted to make, 22 out of the 32 teachers said that technology helped them make the changes they had already wanted to make. Nineteen of the 32 constructivist teachers said that they had been the catalyst for change.The article proceeds to give examples of several of the teachers’ changes in their classroom as a result of computer technology. Generally speaking, their ideas about best teaching practices were a combination of the possibilities they were exposed to and the expectations placed on them. Again, their computer use stemmed from decisions they made about how to teach. I find it interesting that the majority of the teachers interviewed did not think the computer was a catalyst toward more constructivist practices, although they agreed it is a great tool for the classroom.

The Digital Divide

I believe that we as a country should work towards eliminating the gap between students who have access to computer technology and students who don't; known as "the digital divide." I agree that states should be required to fund each school district in a way that would allow every student to have equal access to computer technology. I also think that they should go as far as writing grants for the purchase of computers in cases where finances are lacking, as the article suggests. I did not find it surprising that Whites and Asian Americans and those with higher income and education levels have above-average levels of computer ownership and Internet access. As an emerging solution, Morse says that by the end of this decade, every student have full-time access to portable computer technology (PWDs). Then the constuct of the digital divide would no longer focus on student access to computer technology but rather on which students know how to use this technology as well as how it is used differently by and with various groups of students (Morse 2004).
The article also made me become aware of the various ways inwhich students are utilizing computers. For some students with disabilities and students of color, computer technology is used to master basic skills, whereas for upper-middle-class it is used to development problem-solving and higher-order thinking skills. This difference has an impact on how students view their roles with respect to the use of technology.
I feel that it is part of my job as a teacher to educate my students on this ever-changing computer technology. This means that I need to be informed and educated on the latest technology so that I can then teach my students. Even if I am not instructing them in this area, I need to be aware of this technology as there (hopefully) will be a day when the majority, if not all, of my students come to class with a PWD.
I am very grateful for this class as it has already provided me with a whole wealth of information on computer technology. I will be more equipped to work with my students in the efforts to eliminate this "digital divide."