Technology and Reform in Partnership

Chapter 8


The Frank Paul, Open School, and Saturn School of Tomorrow were successful models for reform. I found the development of these schools interesting, particularly the Saturn School, which seems to follow the Japanese philosophy of business, adapted to meet the needs of the American car manufacturer. In this, all are considered an integral part of the organization, which is to be commended. Other vital factors to the success of these schools were support, training, and funding, scared commodities in "normal" schools.

I agree that the implementation of technology stimulates teachers to present more complex tasks and materials. I question if this is appropriate at times, and wonder how much is being missed while basic skills are reportedly worked on during higher order tasks. Having been in classrooms where complex tasks were presented to students who could barely spell, I am not certain of the appropriateness of this in regular or special education classes. It does make school more interesting, which is a plus, and might help the high drop out rate of both of these groups, yet I would like to see some data on this over longer periods of time. As of yet, I only hear of more, rather than less dropouts in the state of Kentucky, which has been a model state of reform for approximately 8 years. Perhaps computers in these schools are not being offered to students who are on the edge between success and failure. Technology can, if used appropriately, provide significance to school tasks and help students feel a part of the "bigger picture", the working world.

I am not certain of what the appeal is for teachers to become "coaches". Subjectively, this sounds far less professional than the word "teacher", when we are attempting to "increase teachers' sense of professionalism and achievement." Teachers, in my experience, have always been coaches, as well as experts, parents, caretakers, nurses, chauffeurs, social workers, and finally, educators. To be effective, you have to be organized, know your subject matter, be enthusiastic and care about your students. To encourage, facilitate, without the above, you cannot be an effective coach, much less educator. On a personal note, I would not feel I was getting my money's worth, so to speak, unless learning from an expert, rather than a coach.

Not having been in a classroom recently where technology was utilized, except for the (non-Internet) lab I created for my severely involved students, I am not certain about the statement: "The use of technology increases teachers' sense of professionalism and achievement". I had no support in developing computer programs for my students, and in fact, was denied new machines and online access. The sense of professionalism and achievement, to me, comes from a sense of accomplishment, of reaching students, and not through technology, despite my love of computers.