We continue to hear about the progress that has been made in providing computers and Internet to schools. This is great but until the money and emphasis shifts to train teachers what to do with the computers things will not change. Teachers need to be shown how technology can improve their classroom. You may receive manuals or websites to use but no training in how to use these resources or support. Stakes are high in the classroom for students to be successful on standardized tests and technology is not tested on the TAKS.

Computer technology has been adapted to amplify the capacity of professionals in virtually every aspect of society-with the exception pf the teacher.
I have worked in other professions where computers were a daily part of the job. These were programs designed specifically for the job and definitely made the job easier. This is not easily transferred to the classroom. There cannot be just one set program to assist teachers. Every teacher, student and classroom is different and I feel that is one of the reasons technology has not advanced as much as in other fields.

The mind coupled with a computer infinitely amplifies its capacity to perform the basic cognitive functions. Yet, there is no configuration of microchips that replicates the intricate, vital interface between the mind and emotions-a basic limitation of computers.
This should put teachers resistance and fear to rest when it comes to computers. A computer could never replace the teacher completely. The goal of computers is to make tasks easier and faster. This cannot be done without human interaction.

The fundamental role of computers in the classroom is to extend the capacity of teachers to provide individualized tutoring to learners, thus compensating for the disparity in each individual’s capacity to achieve.
I do feel that when it comes to tutoring or remedial programs computers are used more in schools. This is where students can work on their individual needs. There are many good programs available. This is a time when the traditional methods did not work or were not enough for the child and using the computer is a different instructional method.

Television empowers individuals by amplifying their capacity to see and hear virtually anything, anywhere.
The videos typically available for the classroom are not very appealing. The accessibility to videos online have made the option a lot better for teachers. I agree that television can enhance the learning process. I teach math and that makes using television limited.

Ironically, television, the global master medium that daily impacts human psyches and emotions in homes, is only an occasional visitor in the classroom-the place where young minds are being nurtured and cultivated. This is because we have not yet devised the best way to harness this extraordinary power in a manner compatible with the system in place.
I have always felt that children watch too much television at home for it to used as an important tool in the classroom. I think teachers also use the television as a reward or in place of recess and it does not get used for educational purposes. This goes along with the next perception.

The use of television in education can be either a passive or an active experience for learners. The outcome depends solely upon the teacher’s understanding of television’s versatility.
I think my feelings about television have been from passive experiences. I can see how taking an active role in using television could really benefit a lesson. This is a valid point for computers as well. We get software programs to use but that is taking the passive role in technology. The active experience it what is needed to truly make technology work in a classroom.