Wednesday, March 19

In spite of these positive gains and improvements in training teachers, more still needs to be accomplished. Adams and Fuchs assert,
When you bring a computer into the classroom, things naturally change. Some changes can be anticipated; others cannot. Some changes are desirable; others are not. Of one thing we can be certain, whatever our field of work, we must be aware of the influence of technology or be beached by this sea of change. (5)
I recognize that technology brings with it inequities and injustices of its own, and I am not arguing that technology will solve these problems; nor am I arguing that a teacher's knowledge about technology will necessarily produce better literacy within the students. What I am arguing, however, is that teachers need to be trained to use technology so that they are better prepared to combat, recognize, and fend off the inequalities that will appear in computer- equipped classrooms. Teachers need the knowledge so they can have the agency to make decisions about technology and so they can be contributors to the developing of technology. In sum, we need to train teachers so that they will not just see themselves as people who are having technology shape and define them, but as people who have the power, the authority, and the agency to be developers of technology and to be, in Haas and Neuwirth's words, "shapers" of technology (326). We, as a field, cannot afford to be washed away; we cannot allow the rug to be swept out from under us while we remain content in our teaching . . . or our training.
In the section below, I will address the concerns that a computer-rich environment evokes and give recommendations regarding how we might better prepare teachers to utilize and facilitate
technology in their teaching.


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