Teachers and Machines...20 years later

Just finished reading Chapter 4 from Larry Cuban's book Teachers and Machines. This chapter, published in 1986, looks forward to predict how computers will impact or change the educational landscape. He suggests that "In all of the enthusiasm for classroom computers, an assumption that has gone largely unchallenged is that these machines with appropriate programs, could teach student knowledge and skills efficiently and effectively" (p.84). In this instance and others throughout the chapter is seems he was suggesting that by investing in computers in the classroom we would be replacing teachers. He speaks of how these computers cannot possibly form the relationships that are at the heart of teaching. In addition he predicts that by using computers in this manner educational reformers will seek to make the art of teaching into a science. He suggests that the computer as an aid to teacher productivity and a tool to reduce the amount of skill and drill a teacher must be involved in, are good ideas.

It is fascinating now to read his ideas and see that the future in 1986 may have appeared to some as replacing teachers with computers. I guess the framework I have of understanding technology as a tool for teaching and learning is drastically opposed to this early concept of how computers might influence the classroom. Although I do believe that computers can serve productivity functions, I think the more powerful learning comes as students are able to construct meaning, manipulate knowledge, interact with others and showcase learning.

Cuban talks about the unexamined danger of collateral learning with computers, and the fact that students might learn dangerous other unintended curriculum. He goes on to explore the fact that students learning with the aid of the computer might not learn important other skills. I certainly agree that the use of technology needs to be balanced with multiple forms of learning and engagement, but hardly see the dangers he does - in fact the collateral learning of skills to me seems one of the real benefits of using technology in teaching and learning.

He predicts that computers will not fundamentally shift instructional practices and will be used in limited capacity. He predicts that teachers, administrators and school personnel will yet be accused of limiting the growth of another innovation. Now with hindsight, he is in part right - the impact of technology on the classroom is widely varied and represents a spectrum of implementation.

However this chapter was fascinating to read at the same time as I am reading Born Digital because this book, published in 2008 describes the reality of life for those people who are the digital natives. Defined as those people born after 1980, Palfrey and Gasser make a point to show that they are a population not a generation (p.14). They are a generation because not all people worldwide born in 1980 or later have the same access to the digital landscape.

In examining this population Palfrey and Gasser present the reality of these people's lives as being immersed in this digital landscape - so much so that they do not consider what it means to not live this way. Their portrait and lens to view these digital natives was informed by research and communication with these digital natives. It is strange to consider that Cuban's book was predicting the reality of these exact people, and then this book looks at the life they know.

I guess what amazes me in reading about the digital natives (oh I guess I am digital settler by definition) is the fact that the huge amount of time and skills they have with technology are not really being taught or used in schools. In this sense Cuban's prediction feels right. But as a person involved in educational technology it is such a shame that the inherent skills and knowledge and curiosity of these students is not being harnessed effectively by schools.