Technology in school allows to change the way education is done. The goal is to use available technology and standards (applied in science, economy etc.), but do it wisely - don't just use technology as new tool for old stories or use technology for technology's sake.

One should not try to simply "convert" class material as-is to computers; instead, it should be tried to get out the most out of current technology and create new kinds of courses (that were not possible without technology).

Teaching pupils concepts and not indivdual programs prevents that people are not swamped with e.g. the switch from one word processor to another. Usage of open and free (as in freedom) software is important to teach pupils that technological freedom is a right and important.

If schools want to integrate technology tightly, tech-savy people are needed to allow stable and professional operation of IT systems. Skilled pupils could assist these professionals.

Location independent access to personal data, internet and intranet, printers (resources in general) is important and can be achieved by wireless technology already nowadays.

Linked topics

The role of technology in school has links to the following topics:

Family
Curriculum
Architecture of classrom, school

A leading thought is that technology is a tool to enhance the learning of content and not to just learn technology skills.

Standards drive the use of the technology.
Technology adds unique benefits to the curriculum.
Technology is used so students produce an original product.
Students achieve in-depth learning about a content area.
Technology is essential to content learning.
Students are excited about learning and do extra learning on their own.
Product has value to student, school and community.
Students work on a “real world” problem. Students may have chosen the problem, the solution, and the evaluation.

Evaluation of technology intensive environments

Pro's of technology use in classes:

Technology does not "bite" like a teacher when pupils e.g give a wrong answer
Learning "à la carte", every pupil at his own pace
Wast resources of digital information readily available
Fast and easy adaptation of course material
Location independent access to course resources

Con's:

Information overload
Computers are not intelligent
New concepts for learning applications are needed
Hardware / Software problems

Case Study UK

In 1989 the UK Computer Board for the Universities and Research Councils established the Computers in Teaching Initiative Centres (CTIs).

Review in 1997 showed that:

the CTIs had fulfilled their terms of reference;
88% of users surveyed described the service as good or excellent;
90% stated that changes made, as a direct result of CTI, would be sustained;
there had been a paradigm shift to using the Web for teaching.

The downside showed that there was:

under-utilisation of LT and Communication & Information Technology (C&IT)
still a resistance to using Information Technology (IT) in teaching;
less success in persuading middle managers to support IT at institutional level.