Tools for the Mind, Mary Burns

“How can schools…address the factors that impede teachers from capitalizing on computer technology’s instructional potential?” This article is a call for schools to “take measures to ensure that they are using computers to their fullest instructional potential.” The author, Mary Burns, is concerned by the misuse of computers by teachers, an effort fueled by a misguided attempt to integrate technology in the classroom. Burns believes that teachers must have relevant training, “access to higher-order technology tools” and must challenge their students with spreadsheets, databases and GIS tools that demand abstract and critical reasoning.

Recommended strategies for change

• Technology use - deliberately match it to a particular outcome / standard.
• Core areas of teaching – content knowledge, curriculum, instruction, assessment.
• Use software tools that interact with rich content, real-world data, and complex procedures that foster higher-order thinking.
• Re-emphasize the belief that computers can transform and deepen student learning.
• Student engagement has been conflated with improved learning and higher-order thinking.

As a teacher, I find it interesting that Mary Burns fears that computers will become an out-dated fad in teaching. Contrary to her claims, I see an increased reliance on computers in the classroom, from teaching materials to the nature of assignments. I do however agree with the author that the tasks completed on computers are often basic word and power-point assignments. Mary Burns certainly has a low opinion of these tools, but provides no alternative examples of how to challenge language arts students with technology without detracting from one of the core areas of teaching, content knowledge. As a language arts teacher I ensure that my students are challenged to engage in higher-order thinking skills because the assignments that I give them require critical thinking. If they complete a task on the computer, they use the computer and the internet as a forum to complete these higher-order thinking tasks. If the research projects and assignments that my students undertake challenge them to engage in higher-order thinking, then the integration of technology allows me to achieve my aims as a teacher, and in no way detracts from my students' learning experience.