Tools for the Mind

Hillary Seeland
hillary.seeland@gmail.com
11 November 2007

"Tools for the Mind"
Mary Burns

In her article "Tools for the Mind," Mary Burns argues that technology use in schools is not where it should be. In school budgets across the country, it states that (in part) the purchase of computers and technology for classroom use will enhance and enrich learning. This is proven false. Though technology is being used in curriculum, it is not utilized in a manner that requires students to critically think about or analyze information; computers and their applications are simply for show-and-tell.

It seems that teachers are to blame for the misuse of classroom technology. Students are required to learn the Microsoft Office Suite, PowerPoint, and the Internet for school work, all of which are point and click operations. Burns would like to see more spreadsheet, database, and computer-aided design programs taught in classrooms. She argues that these applications push students and teachers to "create new knowledge" which should be the primary goal of schools.

• Teachers are learning computer skills as opposed to learning how computers can enhance student learning.
• Many school districts have not supplied an adequate technology environment for computer-enhanced student learning.
• Do students really learn better simply by using technology?
• Not all computer applications are created equal.
• Student Internet use tends to be passive.
• Databases vs. PowerPoint? Databases win, hands down.
• Never use technology for the sake of using technology. Always be aware of student learning.
• Professional development time and money should be allocated to teachers for technology education.
• Teachers need support in reassessing technology use and implementing a version that truly enhances student learning.

I understand and appreciate the argument that Burns asserts in this article. However, as I read through, I couldn't help but wonder -- how does this affect the English department? The use of GIS, computer-aided design programs, and simulation software seems a bit out of place when discussing Transcendentalist essayists. Equally bizarre would be to use a spreadsheet to demonstrate the ratio of stresses to line breaks in Eliot's The Wasteland. I suppose that there are some amazing programs out there, but I wouldn't even know where to begin. Perhaps someone could clue me in ... or should I wait for the district to put me through a technology intense inservice?