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Editorial: Coupling laptops with lessons an exciting idea
Op-Ed · May 11, 2011
How many of us who graduated in the 1980s or 90s remember sitting in our eighth-grade government class when the teacher began reciting the preamble of the U.S. Constitution, which we had to memorize for the test, and, thanks to Schoolhouse Rock, began singing along?
Schools and teachers who incorporated music laden with lessons revolutionized memorization by tying patterns into important data.
Computers were the next big step forward, but the expense meant limited use. Over time, younger and younger pupils were exposed to computers and, later, the Internet. Lesson plans were put into, say, interactive games that were smart enough to increase the level of difficulty based on performance. Software included more and more graphics, video, games, popular characters and, of course, educational music.
But West Branch Community Schools’ idea to give every sixth- through 12th-grader a laptop computer sometime in the coming school year will mean the end to sharing, the end to mobile labs and the end to computer labs in those two buildings. The laptops will have WiFi, Internet access and more.
Tweens and teens love their cell phones because of communication, personalization and access, and for many of the same reasons are expected to enjoy their laptops, too. However, parents worried about inappropriate content will be comforted to know that the laptops are programmed to prevent downloads, inhibit cyberbullying and copying off classmates, and filter Web searches. Teachers will be empowered with programs that allow them to remotely view every child’s monitor.
These solutions won’t prevent all problems — parents know their children can get on other computers — but will come very close to shutting down the main sources of trouble that can pass through these particular laptops.
Laptops on every desk will fundamentally change the role of teachers, making them more like facilitators of learning by spending more time guiding students to lesson sites rather than being the primary source of those lessons. This concerns us in that computers can’t read frustration and confusion on a child’s face so as to adapt tone and approach to optimize understanding. Also, not every child, whose face is now hidden behind a monitor, is comfortable raising their hands to ask for help.
The first year with the laptops will be a learning experience for everyone at West Branch schools, including the teachers and administrators. We may also see some new policies emerge from the Board of Education. Perhaps we will also experience a noticeable improvement in student behavior in the classroom.
We are certain of the need for computer literacy in our future, so coupling that with the fundamentals of education seems appropriate and exciting. We look forward to this change and hope for a smooth transition.
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