The Electronic Classroom

"The electronic classroom is both an enduring and potentially revolutionizing

development for education."
Scott Thompson

In his article, "Yet Another Task for the Teacher," (Washington Post, 10/27/96) Jay
Matthews documents that since 1981, schools using computers have increased in
number from 18% to 99% today. This is evidence that, for better or for worse,
computers have infiltrated educational systems. Though there are even some skeptic
individuals within the seemingly ultra-modern Generation X, there seems to be a
general enthusiasm for technology in education and electronic education.

More Technology = Better Education?

The Epiphany Project: Training Educators in Implementing Technology (external link)
The Electronic Classroom's Success Story-From Both Students' and Teachers' Perspective
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Computers in the Classroom
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Integrating Technology at University of Richmond

Does more technology translate to better education?

Basic arguments from both sides of this issue:

Those "technophiles" who embrace this change in how we educate our children argue
that education must incorporate the skills students will need later in life--the skills that
are relevant to "the real world." This is a common concern from undergraduates who
complain in some of their classes, "When will we ever use this?" Computers are an
important facet in the working world and are vital to almost every business today. To
learn to use computers means that students are learning skills they will later need in
the workplace. In his article, James Mecklenburger states, "Today, the technologies in
most of America's schools have not kept pace with the technologies in the larger
society. For example, telephones and typewriters, films, and videotape, computers and
optical data storage have scarcely affected the operations of the schools, while they
have transformed the operations of most businesses" (Mecklenburger, 106).

Mecklenburger also argues that computers and various software packages can help
teachers organizegrading and lesson plans, leaving more time for teaching and
learning. This, in effect, means more time to devote to students and the students'
particular needs. Specifically, computers also seem effective in addressing the needs
of students with learning disabilities, as Matthews points out in his article.

Computers and the Internet have the ability to fascinate both students and parents,
consequently generating an interest in learning and school for both (Matthews).
Mecklenburger stresses that "creative work with computers (106)" is possible. With
computers in the classroom, assignments become more interactive and varied as
teachers are able to be more creative with their assignments. Technology makes the
mundane tasks of education easier and facilitates learning in more unconventional
ways. For all the talk about different styles of learning, new and innovative ways of
teaching might be a welcome development.

However, counter arguments question how much schools should rely on computers
and technology to educate students. Matthews does point out in his article that, "there
is little research to show that the expensive machines have helped students more than
paper and pencils might have done." If computers can perform mathematical functions
for us and correct our grammar and spelling, will students actually learn these skills,
or will they simply depend on computers to perform such tasks? Students might ask,
"If Excel will perform financial functions for me and Word Perfect will check my
grammar, why should I bother to learn how to do these things in the first place from
some archaic text book?"

Technical problems also occur in teaching and attempting to use new technology in
the classroom that can monopolize class time. Sometimes, much to students' delight
and an instructor's frustration, an entire class period will be used up in working out the
technical difficulties, dealing with temperamental computers and fielding students'
questions. Matthews documents examples in his article where technical problems led
to damage to expensive machines: "A student got into the hard drive and accidentally
deleted parts of the operating system. Extensions and printer settings were changed or
deleted" (Matthews). Oftentimes, very little learning is accomplished when a teacher
is in the beginning stages of implementing computers and technology into lesson
plans. This can be a concern to traditionalists, parents and taxpayers who may
perceive such a class period as wasted class time.

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The Electronic Classroom's Success:

Despite the effort by some to rely solely on lectures and verbal discussions, more and
more faculty members are realizing the importance of technology and its potential role
in the classroom. As the workplace has become more and more computer-oriented and
computer-reliant, teachers realize that computer skills are marketable skills for their
students, skills they can teach and incorporate into the subjects students are learning.
Computers are not just prevalent in mathematics and computer science classes. At the
University of Richmond, technology is present in many disciplines, such
as Journalism, English, Business Administration and Music. Schools are feeling the
pressure to add more labs, more software and more trained personnel to keep up with
our Information Society. After all, "How could any responsible institution ignore a
cultural revolution in communication and its tools (Hickey)?"

Most of the time, the transition to an electronic classroom is gradual--teachers

implement the technological changes into their lessons and curriculum little by little.
Incorporating technology into lesson plans takes time in that the teacher must change
her perception of the classroom (Hickey). Usually, computers involve more
collaboration and communication between students and this can be quite a big change
for a teacher who is used to lecturing primarily. Though there can be technical
problems that take up class time, most teachers have an alternative activity that doesn't
involve computers if a major problem arises (Hickey).

In the past, educational technology consisted mainly of mandatory computer-lab work

in which students were "marched through a set of steps supposedly equivalent to the
cognitive states the 'experts' possess at different stages of completing a project (Barret,
51). In addition, many teachers perceived educational technology as a remedial
tutorial where students could reinforce what they had learned by going through the
steps or answering questions. However, no one can deny that, "learning is a social
process when all members of a learning community struggle together to not only find
answers but to frame and reframe questions as well (Harrington 5). So, educators have
since found ways to make technology use more of a collaborative and social endeavor,
in addition to an important learning device.

The electronic classroom expands the classroom and the learning community we think
that the physical classroom represents. With E-mail and on-line resources, the
classroom is no longer limited to the physical space in which a class meets. An
electronic class "is always in session (Barrett, 52)." Students have the ability to E-mail
their teacher anytime they have a question or students can E-mail each other,
exchanging ideas and thoughts about whatever is being discussed within the physical
classroom. Barret points out, "It is this sense of sharing that makes our conception of
the electronic classroom appeal to other classes in the schools of engineering and
science (Barret, 53)." Thus, the computer and technology make education so much
more collaborative, as the communication capabilities of on-line resources facilitate
the exchange of ideas and work (Barret, 52). Online discussions facilitate thought, as
each student can find their own voice, expressing what they really think about a topic
before anyone else has spoken and influenced them (Harrington, 9). Many writing
teachers have their students exchange drafts on-line or through E-mail so that the
revision process becomes even easier; students no longer feel the burden of having to
meet physically with a group member in order to exchange papers. Computer
conferencing seems to "merge the oral and written forms of language" and oftentimes
"students perceive conferencing as conversation (Harrington, 10)."

In addition to making the revision process electronic, teachers can transform the
traditional grading process into an electronic process. Many software packages, such
as NEOS (Network Educational Online System), allow the teacher to comment on
papers while online. Online commentary facilitates more complete commentary from
teachers as an abbreviated word in the margins or a written "No" next to a point
becomes insufficient. Online commentary forces teachers to comment on what's really
wrong with the paper, rather than quick notes in the margins with a red pen (Barrett,
54).

The electronic classroom is being embraced by more and more educators as a means
of getting students to talk and express ideas in a more relaxed forum. Online
discussion groups and E-mails are also gaining popularity with students, as well as
teachers. Barret reports that his own students "like the increased communication
among peers, and they come to develop a feel for intellectual discussion." In addition
to making learning a more social activity, the online discussion groups enables many
students' writing to improve as: "students report that they write more, and more
effectively, and that their style of writing is closer to their own voice than ever before
(Barret 54)." Not only does the electronic classroom make learning more interactive
with increased communication among students and teachers, but simultaneously
students are learning the skills that educators must teach regardless of technology.

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