The Challenge of US policy on
The Challenge of US policy on Educational SciencesThe perception among policymakers is that spending more money on technology in the education system will improve student achievement in math and science. What they have not determined is how the new technology will be used. The tools are given to the teachers without ensuring the teachers can or will make effective use of them. In spite of this more than $5 billion will be spent on educational technology this year. The Clinton administration, and several state governors have recently endorsed technology as a necessary tool for education. However, immediate results from the infusion of technology into the classrooms should not be expected. As with any new tool, a period of adaptation and skill-building will be needed before benefit is evident. The is no guarantee that technology improves student achievement. We need to educate the educators. We cannot wait for the new bread of educator (recent teaching graduates) to dominate the classroom before benefits from technology can be captured. Technology is not a panacea, it alone can not improve our science and math scores. Our educators must be trained to use these tools and be able to teach the levels of science nee
Even though the promise of educational technology has not been fully realized, there are success stories throughout the country. We cannot afford to falter while our global competitors achieve higher levels of success in educating students in math and science disciplines. 1 Editorial Projects in Education Inc. President's Committee of Advisors on Science and Technology, Panel on Educational Technology, Report to the President on the Use of Technology to Strengthen K-12 Education in the US pp. Debra Viadero, Federal Funds 'Well Spent' on Science Effort, Study Finds, pg. Statewide Systemic Initiatives (SSI) are assessing the results of sinking millions of dollars into the education system in attempts to improve math and science achievement levels. Andrew Trotter, Taking Technology's Measure, pg. What is important, is that we apply the lessons learned from these success stories to cases where limited or no success is evident. 5 billion) annually on an ongoing basis. For once, responsibility for stewardship of the effort was taken to task. The payback from such an effort can only be achieved if the skills learned in the during the short academies are applied effectively in the classrooms. Technology in the classroom is not the quick fix for declining math and science scores, but rather a facilitator to teaching and learning.
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