ERIC Number: EJ1094203
Record Type: Journal
Publication Date: 2016
Reference Count: N/A
Technology in Education: What Teachers Should Know
De Bruyckere, Pedro; Kirschner, Paul A.; Hulshof, Casper D.
American Educator, v40 n1 p12-18, 43 Spr 2016
Educators often have the feeling that they are finding it harder and harder to reach their students. That is why they are so feverishly interested in smartboards or learning platforms or anything new on the market that might help. Every new tool seems like a possible solution, although sometimes educators really don't know what the problem is or even if there is one. Regrettably, educators have become saddled with a multiplicity of tools, methods, approaches, theories, and pseudotheories, may of which have been shown by science to be wrong or, at best, only partially effective. In this article, which is drawn from the authors' book "Urban Myths about Learning and Education," they discuss these miracle tools and the idea that young people today are somehow "digital natives," and they examine the fear that technology is making society and the nation's students less intelligent. To illustrate that many claims about technology in education are in fact spurious, the authors focus on the following five myths and present research findings to dispel them: (1) New technology is causing a revolution in education; (2) The Internet belongs in the classroom because it is part of the personal world experienced by children; (3) Today's "digital natives" are a new generation who want a new style of education; (4) The Internet makes us dumber; and and (5) Young people don't read anymore.
Descriptors: Educational Technology, Technology Uses in Education, Misconceptions, Internet, Technological Literacy, Information Technology, Teacher Attitudes, Research
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: firstname.lastname@example.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A