Our greatest fear, in bringing computers into the classroom, is that we teachers and instructors and lecturers will lose control of the classroom, lose touch with the students, lose the ability to make a difference. The computer is ultimately disruptive. It offers greater authority than any instructor, greater resources than any lecturer, and greater reach than any teacher. The computer is not perfect, but it is indefatigable. The computer is not omniscient, but it is comprehensive. The computer is not instantaneous, but it is faster than any other tool we’ve ever used.
All of this puts the human being at a disadvantage; in a classroom full of machines, the human factor in education is bound to be overlooked. Even though we know that everyone learns more effectively when there’s a teacher or mentor present, we want to believe that everything can be done with the computer. We want the machines to distract, and we hope that in that distraction some education might happen. But distraction is not enough. There must be a point to the exercise, some reason that makes all the technology worthwhile. That search for a point – a search we are still mostly engaged in – will determine whether these computers are meaningful to the educational process, or if they are an impediment to learning.
It’s all about control.
Posted using ShareThis