Tools for the Mind

With technology changing so rapidly and extensively, it is often a wonder how everyone will ever catch up at the same pace.

This article goes in depth about the struggles or reasoning behind why students are not receiving the proper education on how to use, and why it is important to bring technology into the classroom. There are many arguments and concerns as to whether or not teachers are being properly trained on how to effectively use technology resources.

One of the main arguments, however, is that of using the proper technological resources effectively, and whether or not they are being properly taught. For example, Burns explains "school districts often lack technology trainers who are proficient in the mechanics of these tools and in the conceptual skills they demand" (p. 51). This explains that although there may be an abundant amount of resources and different technologies to be learned and discovered, it is really up to the technology trainer to really go in depth with students (or new users) how beneficial and useful these technologies may be.

I found it interesting in Burns' article, when she explained the different strategies for changing the computer technology’s instructional potential; "Strategy 1: Teach critical thinking first and technology later" (p. 52). It is so important for not only the students to be aware of their critical thinking, but the teachers and instructors as well. When coming across questionable websites, such as not showing an author, or publishing date, or even of where the source may have even come from, it is important for teachers "to show students how to evaluate the information's veracity, reason logically, come to evidence-based decisions, create relevant new knowledge, and apply this learning to new situations" (p. 52). Oftentimes, students may just copy and paste what they think is important information, without even knowing where it came from. It wasn't until I was in tenth grade when my creative writing teacher wanted nothing more than to teach us to ask questions and think critically. He wanted us to not believe everything he says, but to really think critically and be evaluative students. This shows that not only would this skill of evaluating information online be effective in technological research and projects, but in everyday life as well.

The last part of this article explains how teachers may decide upon which types of technologies they want to use for their classroom and curriculum. Teachers must remember to follow state and national standards, as well as being able to come up with matching up with particular learning outcomes. Also, it is so important for teachers to have a support system in this ever-changing technological world. "They need opportunities to work together...to plan...activities in which technology serves to extend learning in ways that would not be possible without its use" (p. 53).