Friday, September 5th, 2008 | Computer Usage
There is sufficient evidence to support the notion that technology could help good teachers to become even better teachers.
It has been the experience of many educators that the judicious use of technology assists them to captivate the attention of learners, makes lessons more interesting, and generally enhances the classroom experience. This means: a positive effect on both teachers and learners.
But what about the impact of technology on teachers who are not in the “good” category? Here the outcomes are less dramatic; in fact, in many cases there will be a nil result. In the worst case, there may even be a negative upshot.
Consider a situation where teachers use computers as baby-sitting devices. The teacher does not feel like teaching, or is ill-prepared for a lesson, and so learners are put in front of computers to keep themselves occupied. Are these learners not worse off than when the teacher is giving them a mediocre lecture? Would a poor lesson not be of more benefit to them than mere computer access?
Or what about the situation where teachers allow learners to roam the internet aimlessly, without giving any guidance? Are the possible negative effects outweighing the potential positive impact?
How could one turn these negatives into positives?