The Technology Fix: The Promise and Reality of Computers in Our Schools by William D. Pflaum

The Technology Fix: The Promise and Reality of Computers in Our Schools

Features

Cover Type: Paperback with 221 pages

Published by: Association for Supervision and Curriculum Development February 2004

Written in: English

ISBN 10 Number: 0871208423

ISBN 13 Number: 978-0871208422

Book Dimensions: 8.9 x 6 x 0.5 inches

Weighs: 14.4 ounces

Book Description
During the technology boom of the 1980s and 1990s, computers seemed set to revolutionize education. Do any of these promises sound familiar?

-Technology would help all students learn better, thanks to multimedia programs capable of adapting to individual needs, learning styles, and skill levels.
-Technology would transform the teachers role from a purveyor of a one-size-fits-all curriculum to a facilitator of student exploration.
-Technology would replace static textbooks with dynamic, interactive learning resources that were always up-to-date.
-Technology would boost test scores, as engaged and motivated students acquired advanced skills, problem-solving abilities, and a growing thirst for knowledge.

By 2001, educational materials developer William D. Pflaum had begun to suspect that technology was not the all-purpose solution it had seemed. He decided to see how computers were really being used in U.S. classrooms and embarked on a yearlong road trip to a cross-section of elementary, middle, and high schools throughout the nation. In this book, he recounts his journey. Although he did find technology application to admire, too often he found broken promises: millions spent for little measurable gain, problems instead of solutions, a fix instead of a fix.

This inside look at computer use in our schools shares the voices, experiences, triumphs, and frustrations of educators and students in urban, rural, and suburban settings. The author provides insight into the key roles that computers currently play in the classroom and clarifies what we must do ensure that the promise of technology is fulfilled . . . and that students truly benefit.

Download Description
During the technology boom of the 1980s and 1990s, computers seemed set to revolutionize education. Do any of these promises sound familiar? . Technology would help all students learn better, thanks to multimedia programs capable of adapting to individual needs, learning styles, and skill levels. . Technology would transform the teacher's role from a purveyor of a one-size-fits-all curriculum to a facilitator of student exploration. . Technology would replace textbooks with dynamic, interactive learning resources that were always up-to-date. . Technology would boost test scores, as engaged and motivated students acquired advanced skills, problem-solving abilities, and a growing thirst for knowledge. By 2001, educational materials developer William D. Pflaum had begun to suspect that technology was not the all-purpose solution it had seemed. Deciding to see how computers were really being used in U.S. classrooms, he embarked on a yearlong road trip to a cross-section of schools throughout the nation. In this book, he recounts his journey. Although he did find technology application to admire, too often he found broken promises: millions spent for little measurable gain, problems instead of solutions, a fix instead of a fix. This inside look at computer use in our schools shares the voices, experiences, triumphs, and frustrations of educators and students in urban, rural, and suburban settings. The author provides insight into the key roles that computers play in the classroom and clarifies what we must do to ensure that the promise of technology is fulfilled . . . and that students truly benefit.

Reader Reviews
Computers have been a part of our schools for about two decades now. Many people believe that computers are the solution to the problems of American education; however, it is pretty clear that they have not been the magic bullet many thought they'd be. The questions then arises: why? Why haven't computers fulfilled the promise they seemed to have in their early days? In The Technology Fix, William Pflaum tries to answer the question. Taking a sabbatical, he travels the country and visits a number of schools, trying to get a sense of the impact computers are actually having. This book is mainly a report of the visits he made and the different ways he sees computers being used (or, more than likely, not being used) in the classroom. He then gives some of his interpretations of what this means and suggestions for how technology might be used better. What impact this book has it has through its observations on what is actually happening in schools. As a consultant for schools on technology, I have seen many of the same things Mr. Pflaum has: computers sitting unused, resources managed inappropriately, focus on computer bells and whistles over curriculum content, etc. I agree whole-heartedly that computers have yet to fulfill their promise and I find Mr. Pflaum's categorization of implementation on the basis of commitment and focus to be very revealing. On the other hand, despite the depression I feel sometimes after visiting a school where technology, if it is being used at all, is being used poorly, I maintain my belief that technology is the future and we can use it more effectively. Mr. Pflaum seems more pessimistic. Within his descriptions of what he's seen in schools, Mr. Pflaum has some useful insights; however, when he tries to build these into universals at the end of the book, he is less powerful. Not that his suggestions are necessarily lacking merit. Instead, some are so obvious as to not be worth the effort of a book-length study. Use computers for assessment? I would think so. Use computers to align standards, instruction and assessment? Of course. Coordinate computer skills across grade levels? I hope so. This is not to say that schools are actually doing these things. Many aren't. But he's pointing towards obvious best practices here that just need to be implemented. His one controversial suggestion--that computers be target towards those that can use them most as opposed to spreading the wealth equally--is practical but also a sign of his pessimism. We aren't committed enough to do what we should so we should at least do what we can. In his book, Mr. Pflaum has provided valuable insights into what is actually going on in schools today per their use of technology. This alone makes the book valuable. Though his suggestions for improvement are a bit short-sighted, they have their place and could open the eyes of some administrators and teachers. Still, his bleak view clouds the possible bright future and growing impact technology could have if we are willing to have commitment and focus. I hope readers won't let his attitude bring them down. Comment | | (Report this)

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Updated on 6-4-2008.