Travis Schrake

Professor Wu
EDCT 5011
5/29/2019

Week 3 Reading Reflection:

In the book ​Rethinking education in the Age of Technology ​the selected chapters cover
various topics within the umbrella that is technology in the classroom. Some of these topics
include arguments for and against technological change and eras in education. I connected with
the reading overall, but the technology enthusiasts argument and their proponents interested me
the most.
Personally I agree with many of the points from the technology enthusiasts argument, and
I can see it in my justification for classroom activities in my own school. As a science teacher, I
feel that technology is essential for developing 21st century skills. Students must have access to
appropriate tools to apply the content that we teach in the classroom. The author supports this
line of thinking when they state that “Enthusiasts argue that trying to prepare students with 19th
century technology is like teaching people to fly a rocket by having them ride a bicycle (p.g 10)”.
There are opportunities in science where students can apply skills in meaningful ways if they had
access to tools that support the framework.
How we communicate, interact, learn, and work are changing at an exponential rate.
Because of this it becomes extremely important that education evolves with these climates. As
technology advances we have to be willing to develop our skills as educators to allow for these
tools to be utilized in the classroom.
In chapter 3, the author discusses that counter arguments from skeptics. One of the
foundations of the points stated is that schools use a “factory model” of learning. This is later
discussed in chapter 6, when the author touches on the three eras of education. The three
strategies of addressing new technology support the argument that schools are conservative in
technological viewpoints. Unfortunately the cost and access problem is present in many areas of
the United States. Technology can be a high cost investment, but if it is integrated successfully
into the curriculum the cost can be justified. Training and supporting educators in technology
integration can help with this cost as well.
Ultimately rethinking education is one of the takeaways from the reading. In chapter 10,
the author discusses rethinking many areas in public education. In regards to motivation the
authors state; “The current school system does not help students develop intrinsic motivation to
learn. (p.g 131)”, a statement I see student reword in their yearly reflections. Most students no
longer learn for the sake of learning. Instead students yearn for skills or knowledge they know
will be useful in their future. Change in public education is slow, but I am hopeful that the needs
of these students will be met in the future. Integration of technology and 21st century skills will
play a major role in this.