Key+arguments+put+forward+for+using+new+technologies+to+support+school+teaching+and+learning,+the+stakeholders+that+put+forward+these+arguments+and+the+nature+of+their+interest

There are a significant number of arguments in support of the use of new technologies in the classroom. Whilst the majority of such arguments are put forward by those that genuinely believe in improving the education system, there are a number of stakeholders who would serve to benefit financially from an increase in the use of technologies in schools and therefore are likely to have interests in the issue due to this financial benefit.

It is believed by many that the education system is no longer suitable for the students it has to teach due to the effects of digital technology on the current generation. Today’s students have grown up surrounded by the use of computers, the internet, mobile phones and many other forms of digital media which, according to educational theorist Marc Prensky, makes them ‘Digital Natives’ i.e. for them such forms of technology are a way of life, even to the point where students think differently to past generations (Prensky, 2001). The lack of technological literacy amongst the majority of teachers however, causes an educational environment which is baron of these technologies compared to what the majority of students would be using at home (Richardson, 2006). A NetDay survey found that 97% of students believed strongly that technology use is important in education (NetDay News, 2005); therefore an increase in the use of new technologies in the classroom could help students to feel as though their learning environment is more relevant to them. In a summary of research into the effective use of technologies in schools, it was found that an increase in the use of technologies in the classroom could help with the motivation and attitudes of students towards education. Such studies also found that students felt more successful in school and had greater confidence and self- esteem when using computer based instruction as students felt in greater control of their learning (Bialo, Sivin-Kachala 1996).

Another argument put forward for using new technologies in the classroom is the idea that as a result of the rapid increase of information and online technologies there is a need for a more complex definition of what it should mean to be literate (Richardson, 2006). Will Richardson describes four ‘new literacies’ that have come about as a result of the internet. The first of which is that users of the web need to be editors due to the ease at which people can publish material on the internet. He describes how students need to be critical readers of internet material and not just accept all information as fact. The second new literacy comes in the way of publishing, because in order to properly express themselves students must be aware of how to properly bring ideas online. Third is the ability to work with others in an online environment which involves communication skills and processes and last of all is that students need to manage the information they acquire. All of these skills are crucial in helping students manage the fact that the internet is open to anyone with the technology and therefore they should be assisted in overcoming the many flaws that are accompanied by it (Richardson, 2006).

The stakeholders that put forward these arguments are generally doing so in order to improve the quality of the education system. Most are academics themselves who have had previous experience working in the education system. It is important to note however, that such academics and authors are generally financially awarded for their reports/ books and this would most likely be a contributing factor to their interest to the area. The financial interest however, would most likely not be the contributing factor especially when compared with the interests of the major technological companies. One such example of a company taking interest in the use of technology in schools is the Apple Computer company. Apple Computer’s funded a research program known as Apple Classrooms of Tomorrow (ACOT), in which they worked with public schools, universities and research agencies in order to “explore, develop and demonstrate the powerful uses of technology in teaching and learning (ACOT, 1992, p.2)”. This involved providing six students with access to the most up to date technology at home and at school and following their progress over four years. The results of the research all indicated positive results and they summed up the purpose of the results by explaining that:

ACOT views technology as a necessary and catalytic part of the effort required to fundamentally restructure America ’s education system. We hope that by sharing our results with parents, educators, policy makers, and technology developers the lessons of ACOT will contribute to the advancement of educational reform. (ACOT, 1992, p.2) Whilst the purpose was described as being for the benefit of the education system, it is obvious the nature of Apple Computer’s involvement in the study was also so that the public school system and parents would see the benefits of its technology, hopefully leading to an increase in the use of Apple software at school’s and in homes.


 * Below:** Students may feel more engaged with their work with the use of technology. Sourced from http://www.flickr.com/photos/extraketchup/748445065/