Reviewing Technology Use in Two High Schools

Note that the heading of the post is a link to download the MP3 file referenced.

Two educators were interviewed to assess the extent to which technology is used in two high schools located in Northeast Ohio.

The first educator highlighted is an Assistant Principle with thirty years of experience in a school that is predominately white (84%) with the largest minority group being African American at 15% (http://www.greatschools.net/cgi-bin/oh/other/163#students). Based on information gathered from this administrator the school district will be able to sustain itself for the next school year or two. Beyond that the district will be forced into a levy campaign which will require the city to vote for increased taxes in order to maintain current levels of service.

The second educator highlighted is a ten year veteran of teaching Math at the high school level. His experiences have ranged from teaching ninth grade through senior year honors level. He also coaches many sports and is involved in numerous extracurricular activities. His school is also predominately white (74%) with the largest minority group being African American comprising 15% of the total population (http://www.greatschools.net/cgi-bin/oh/other/811#students). This teacher has also reported that the district will be able to sustain itslef for the next school year or two and be forced to run a levy campaign beyond that.

These two educators, one in his thritieth year and the other in his tenth, provide a clear illustration of what Prensky describes as "Digital Natives" and "Digital Immigrants" (2001). It seems like the largest difference between the two educators is the purpose of technology. The administrator looks at technology as a tool, a way to get tasks accomplished. The younger educator views technology in a more creative way. The administrator mentioned that he uses his computer for tasks such as email and to view the code of conduct. Through other conversations with this educator I have gathered that he only uses the computer because he is forced to. The Math teacher builds lessons around specific technology. In this case he mentions that the graphing calculator is his main component.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).