Defining event of the last decade of the twentieth has been the introduction of the Personal Computer. These machines have invaded our homes, offices, and our schools. The end result has been that our lives, both private and professional have been irreversibly changed. Computers and related technologies have defined our relationships, especially how we learn. Since their inception in the early 1980’s schools and educators have embraced the computer as a new tool to educate our children. Initially teachers treated computers as novelties, however in the last six years, computers have become essential equipment in the Newfoundland school system.
This paper will examine the development and implementation of computers and related technologies, in rural schools in Newfoundland. As well as, their positive and negative impacts on the education system. Development and Implementation of computers in rural Newfoundland schools. The use of computers in the school system is not a new phenomenon. “In the 1970’s its promoters claimed that it would transform and save education” However, a majority of educators viewed a computer in every classroom as something out of science fiction. In the 1970’s computers were huge machines, requiring a whole room to be set-aside for them.
As well, they were not user friendly, and required an expert to code, enter, and decipher the data that these machines produced. It was not until the early 1980’s, with the development, as was called at the time, the microcomputer. The microcomputer of the 1980’s was not as powerful as the computer that is being used to type this paper. Indeed, the Internet, and e-mail were many years in the future. However, they did have an impact. These computers were small, user friendly, and relatively cheap. In the early 1980’s emphasis was place on computer literacy.
In that teachers were expected to take classes to the computer, and instruct the students on it use. For example, the proper ways to boot the computer, load the appropriate software, and use that software. This emphasis on computer literacy produced an unwanted attitude among many teachers. This approach treated the computer as something unique and special which made it a source of intimidation to may teachers who imagined their jobs being threatened by these machines. It also resulted in an often unwelcome addition of content to be accommodated in the already cluttered curriculum.
However, there were a*lso teachers who viewed the computer as a novelty, and not something to be taken seriously. This was due to the computer’s own physical limitations. In the early 1980’s computers were relatively primitive compared to today’s standards. As has been stated, the Internet, e-mail, and computer networks were yet to be developed for personal computers. Indeed, even the software itself had little to no educational value. For example, this author can remember the introduction of the Apple II e into Acreman Elementary in 1985.
The software that was available for the computer was mostly Word Processing, and programs such Paint Shop. Also available were a simple math program, typing tutor, and several educational games. Teachers at the school were initially impressed with the system, but that quickly wore off. For the remained of this author’s stay at Acreman, the computer was used to design banners, and posters school announcements. Our class was never taken to the computer to use it for educational purposes. In the late 1980’s there was a shift in the way computers would be treated in the modern classroom.
The late 1980’s saw a growing shift towards computer integration which emphasized the curriculum and not the tool. Its proponents felt that there would be no need to add new objectives; the existing ones would instead be enhanced and students would learn new skills as they needed them in order to make the computer work for them. The computer could now be viewed more as a partner as opposed to a competitor and could be treated in a more natural manner, allowing it to become more “invisible” in the classroom context. This is the prevailing attitude towards computers today.
Computers are now integral parts of the classroom. The information that can be accessed by the students is used to enforce the lesson that the teacher has taught. However, in the schools in rural Newfoundland, the computer and its function in education was still somewhat of a mystery to teachers. In many schools, such as Carbonear Integrated Collegiate, special courses had been designed to introduce students to the computer. These courses consisted mostly of word processing, and database design. Educational software had was marginally better, but the Internet was still not available to the general public.
Indeed until the late 1990’s, computers were still being treated as tools by rural schools, and was not used in any sense as a partner to education. At this time the use of computers was centered mostly in Special Needs (what was once referred to as Special Education), classrooms. It was here that computers reached their “pre-Internet” potential. Students which are slow learners, could use the computer and educational programs to reinforce the lesson that the teacher had gone over during class time. As well, with the program’s emphasis on graphics, students now had visual aids to help them in their understanding of the course material.
Indeed, in 1991 the Provincial government in cooperation with educators developed a program called the Lighthouse project. The idea behind the project was to develop computer courses for Newfoundland’s schools. About 30 schools were equipped with the latest technology and the teachers were instructed to develop a program. One such school was Queen Elizabeth High School in Foxtrap. The program strayed from the traditional texts, and examined programs such as MS-DOS, Word Perfect, and Lotus Notes, as well as many other software packages.
The program was designed for students wishing to take computer science at the University level. Teachers, such as Mr. Duffet were impressed because it “is a major investment in our future and shows how computers are becoming more and more important. ” Indeed computer programs were being used in biology, physics, math and geography. In the late 1990’s, the Internet became readily available for use in the school system. The last three years have seen a boon in Internet technology, being introduced into the schools. As well, Information Technology has been introduced into the school system.
Students can now learn basic network design and maintenance and programming skills. From their introduction in the early 1980’s the computer and its related technologies have made a impact on the school system. They have gone from being regarded as novelties or viewed with hostility, to an integral part of the classroom. Like all new technology, there are benefits and problems to its implementation. In the drive to have Newfoundland’s classrooms “wired”, what positive and negative impacts has it had?
The Positive and Negative Impacts of Computers The positive impacts of computer technology in the Newfoundland school system have been numerous. By in large, they can be reduced to three broad categories, efficient management, impact on teaching, and impact on learning. What is meant by efficient management is that, the use of computers has made record keeping a simpler task that it once was. Now, teachers can create templates for grade reports and attendance sheets that can be printed off with ease. As well, through the use of database programs like Microsoft Access, averages can be computed with ease.
The use of computing technologies has drastically cut the amount of time teachers have to spend on record keeping. Freeing them up to concentrate on teaching. The impact on teaching has been great. Computer technology has provided a means for achieving in the professional development of the teacher, and expanding and modifying the role of the teacher in the classroom. When a teacher intergrates computer technology into their daily lessons, they spend less time dispensing information, and can spend more time with slower learners.
As a result, the students perform better. As well, through the use of educational software, teachers can assign tutorials and drills to students, and participation is simulators. Again, this frees up time for the teacher to spend with slower learners. This fact has not been lost on Special Needs teachers. The end result is the whole sale adaptation of computers and computer programs for special needs students. As well, through the use of networking technology and the Internet, teachers have access to countless resources and support services.
This is especially important in rural Newfoundland, where school libraries contain dated information, and access to other physical media is limited. The most drastic impact of computers has been on learning. Computer technologies have enabled new approaches to learning, and accommodate different learning styles. The use of computer programs and information technology encourages students to become active participants in education. By that, they can learn how to access information, represent ideas, communicate with others, and can generate products.
As well, computing technology can be used as a cognitive aid, these tools can amplify the knowledge of the user and can increase critical thinking, and problem solving abilities. As well, through the use of programs, students can analyze real world situations, test hypothesis, and see the outcomes of their decisions in real time. Through the use of these programs, a subject can be brought to life. For example, there are numerous historical simulators in which students can relive and reinvent history. This results in student becoming more enthusiastic about their lessons.
Indeed, in courses where computers are used frequently, students become more involved in the subject matter. The most important aspect on computing technologies for the rural Newfoundland school has been the Internet. The Internet has literally made the world a classroom. Students are no longer restricted to their school libraries that usually contain dated information. They can venture out on to the World Wide Web, and gain access to countless volumes of information on any particular subject area. As well, they can share their ideas with others, and collaborate and cooperate with other students.
Developing information retrieval skills and team skills that are mandatory for success in today’s work force. As much as computer technology has had a positive impact on education in Newfoundland, it has also had many negative impacts. The area of major concern is money or lack thereof. In recent years, the provincial government has repeatedly slashed the education budget. The recent reform to the education system was the responsibility of the Williams Report, which was primarily concerned with reducing the costs of the education system.
The costs of computers and their related technologies are tremendous. Millions of dollars are being spent to maintain and upgrade existing computer systems, as well as the purchase of new computers and services. To put it more colourfully, Yet the effects of this online obsession are already being felt. Elementary and high schools are being sold down the networked river. To keep up with this educational fad, school boards spend way to much money on technical gimmicks that teachers don’t want and student’s don’t need.
And look at the appalling state of our libraries’ book-acquisition programs! Computers and their accoutrements cost money. Big heaps of moola-whole swimming pools overflowing with bills and coins, bilked from people who’ve paid zillions for equipment, software, and network connections, from which they may never get their money’s worth The money that is being spent on computers, could be better spent on teachers, new acquisitions for libraries, and more importantly, new textbooks and laboratory equipment. Many have expressed dismay over this development, such as Kevin Major.
Even proponents of technology in the classroom, like Harvey Weir, have pointed out that “computers are not the end all be all of education, and that the teacher is the best resource we have. ” This mad stampede to get classrooms ‘wired” has led some to believe that the student teacher relationship is suffering. Rex Murphy has referred to this as the dynamic nexus. In his article of the same title, he believes that it is the teacher not technical devices that make a student want to learn. He maintains that the computer is simply a tool, and cannot compare to a teacher, or a good old-fashioned field trip.
Kevin Major expresses similar concerns in that “computers are inhuman, and lacking the emotions and care that a real teacher would have. ” The lack of this human element in computers is another concern. Some feel that there are adverse social impacts on those who use computers frequently. One only need to think of the stereotypical “computer geek”, to see that there is a glimmer of truth to this statement. There are several key areas to this issue, some view computers as dehumanizing and places their commitment and compassion to humanity in jeopardy.
This means that students lack the opportunity to interact with “real life” people, and as a result do not develop necessary social skills. One of the greatest fears is that information technology in the schools will only benefit the rich and more academically able and male students. This will only serve to widen the gender gap, as males will have more access to computers and computer courses, than females. Another issue is that computers will defeat the attempts to reform education. In that, they will enforce the traditional form of hierarchical power structures.
By placing decision making powers in the hands of the few who have access to and learn to use these new technologies, and thus create a reliance on them by those who do not. The chances then for cooperation between parents, teachers, administrators, and district officials are less likely. This is a serious issue in Newfoundland education, especially in rural schools. In rural districts, parents in general do not have a high degree of education. This means that they have a difficult time understanding what it is a teacher is doing in the classroom.
However, their school experience gave them some common ground in which they could use to gain a limited understanding. With the use of new technologies, which these lowly educated persons do not understand, they become generally become hostile to it. This hostility towards the computer can bleed over on to the teacher. This breaks down the parent teacher relationship, which is a central factor to having an effective education system. The lack of teacher training in computers is a problem specific to Newfoundland. In the last decade of the twentieth century, the school boards generally did not hire new teachers.
This was due to budgetary constraints. This means that the teacher in the Newfoundland class room is not comfortable around computers, and lacks the training to teach computer education effectively. *** Teachers can either be hostile to the computer, or not use it to its full capacity, preferring to allow students to play games on the machines. This attitude is easily summed up Mrs. Linda Galway, learning resources teacher at Carbonear Collegiate, “I’ve got my card catalogue, my books and magazines…what do I need those old computers for?
The Internet has had a major impact on rural Newfoundland schools. As has been stated, the Internet has turned the world into a classroom, and given students in rural schools access to information that was unavailable to students a generation ago. However, for all its benefits, the Internet has had a major negative impact on the classroom. Students no longer use the library for research on their term papers and essays, preferring to use the Internet. This has created a problem.
There is no regulatory agency that can control the information, and in many cases misinformation, that is on the Internet. For example, the most controversial aspect on the Internet is the ease at which hate literature can be spread. In order to use this information, and separate the lies, students must be in procession of advanced critical thinking skills (see Appendix A). Which according to Mrs. Galway, they will not develop until the student reach the university level. This has created extra workloads on teachers who must evaluate websites before they can be used in student papers.
For example, one student at Carbonear Collegiate handed in a paper for World History entitled “The Holocaust: Myth or Reality. ” This student through the use of “information” she found on the Internet concluded that the Holocaust was a myth, and she though she had the information to support her claim. Upon, investigation of the websites she used, they were found to Holocaust Denial sites. When confronted about this, the student replied, “It was on the ‘net, it has to be true! ” The use of computer technologies in the Newfoundland classroom has had both positive and negative impacts.
Computer education has allowed our students to gain skills that they will carry with them, has allowed them to cross international boundaries to work together, and has opened up the world and a world of learning that students a generation ago didn’t have access to. It has also had major negative impacts. The most common is that thousands if not millions of dollars is being spent on computers and related technology, that could be better spend on more useful things like new teachers. The use of computers is also leading to students not developing interpersonal skills for use “real life” situations.
As well, very few new teachers that would be comfortable with the new technology have been hired, leaving older teachers whom are reluctant to change their ways. As well, the Internet has increased the workload on the teacher by the teacher having to approve websites before their use in student papers. Since the introduction of computers into the Newfoundland school in the early 1980’s they have been either viewed as demons or angles. Initially the focus was on computer literacy, which produced hostility and cluttered up the already over crowded curriculum.
In the late 1980’s computer education focused on developing the computer as a partner in education, and helped the computer find a place in the curriculum. In recent years the computer has become an invaluable educational tool. There have been both positive and negative impacts concerning the use of computers and related technologies in the Newfoundland classroom. The proponent’s point to the development of life long learning skills, development of team skills, and the sheer amount of information those students can access.
The opponents point to the lack of teacher training and understanding, the countless dollars that could be better spent on other more useful things, the enforcement of hierarchical power structures, widening of the gender gap, and the students’ inability to think critically about information of the Internet. It is the opinion of this paper that computers and their related technologies are a fact of life, and that the use of computers can only benefit the Newfoundland student. However, due to the fluid motion of technology, the computer education program will have to be developed more, and change as technology does.