though restructuring is fast becoming endemic to so many organizations, and teachers are not necessarily comfortable with ICT to begin with.

Hawkins noted that Intel has provided teachers with training “that gives them confidence and gets them over the hurdle of being afraid to use technology for fear of looking dumb in front of their students.” The idea, she said, is to motivate teachers not only to effect change in their own classrooms but also to become advocates for inspiring other teachers, as well as administrators, in their school.

Fallon said that she tries to do much the same thing in her own job, where she sometimes refers to herself as a “technology drug dealer” because she turns teachers on to some exhilarating revelations—that they can allow themselves to look human in front of their class and that they actually have a lot more facility with technology and comfort with change than they thought they had. “We try to demystify,” she said. “‘We are not asking you to do rocket science,’ I tell teachers. ‘We are asking you do to some very simple things with some tools that convey the content you are trying to get across.’” And more often than not, Fallon added, “all of a sudden you start to see this little light bulb in their head turn on, and it’s very exciting for me.”

Susan Yoon from the University of Pennsylvania cited the need to bridge the traditional separation between formal classroom-learning environments and informal learning places, where students grow increasingly proficient in their knowledge and use of technology. We should be taking a look at what students do outside of school, she said, and trying to apply those lessons to classrooms. Yoon’s remarks were consistent with the observation by Philip Bell, in his paper for this meeting (see Appendix C), that ICT has become fully integrated into the texture of young people’s routine daily activities.

But in his paper (see Appendix B), Horwitz maintained that while kids’ learning of ICT competencies outside of school is inevitable and desirable, this important niche is unlikely to be duplicated in the more formal school environments. Learning the fundamentals of operating technology is not likely to ever be part of the core curriculum of school he suggested, nor should it be.

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