Common Core

Common Core supports the use of technology in the classroom. But a pilot program in math instruction at Middle School 131 in New York City’s Chinatown takes technology too far.  According to the New York Times this week:

Once the students arrive at school, they receive their individual playlists identifying the lessons they have to complete for the day, which could involve virtual tutoring online, computer worksheets or small-group lessons with a classroom teacher. Their schedules are also displayed on large television screens, akin to flight schedule displays in airports.

A photo accompanying the article shows students arrayed in a room. No two students are doing the same thing. Most wear headphones and face different directions. Some appear to be concentrating. Others look bored. One is sneaking a peek at her neighbor’s screen. A couple of adults oversee the “class” from behind a raised table at the end of the room (a genius bar?). Just one teacher is interacting with a student—in this case, looking at his laptop with him. No one looks anyone else in the eye. 

New York’s education department plans to grow the program, expanding it into other subjects and at other schools. But how would this work, for example, in an English or Chemistry class?  What about classroom discussions? Or experiments? Is there software that can accurately grade writing quality? When the laptop becomes the teacher and the student attends a “school of one”—as this program is called—students lose possibly more than they gain. Technology is a tool that can enhance learning when put in the hands of good teachers. But technology is not education.

Lynne Munson and Laura Bornfreund

Tags: Technology

This entry was posted on Friday, July 24th, 2009 at 11:30 am and is filed under Uncategorized. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.