The views and opinions expressed in this editorial article are those of the author and do not reflect the official policy or position of Salina Post or Eagle Media. The editorial is intended to stimulate critical thinking and debate on issues of public interest and should be read with an open mind. Readers are encouraged to consider multiple sources of information and to form their own informed opinions.
By: SCOTT HILL
Kansas Senator 24th District
We each have seen an illusionist who seems to make people and objects appear and then disappear. The fascination with “magic” is that the impression of the impossible that we see before our eyes draws us into the illusion. Our rational side knows that what we are seeing isn’t true. However, the visual deception is strong enough to, at least temporarily, make us question what we know.
At one time I strongly embraced an idea that over time has been shown to be an illusion. Near the end of the last millennium the rapid changes in technology gave many of us great optimism for the future of electronic-based learning systems. Baby boomers often struggled to adapt to emerging technology. However, in contrast, the promise that the next generation would be fully computer “literate” gave great hope. Our children and subsequent generations would learn faster, more completely, and with less effort. The combination of entertainment and education had an allure that pulled us into dedicating significant resources to technology.
School districts have spent billions on technology connectivity. Additional billions have been spent on a myriad of electronic devices, including but not limited to desktops, cameras, laptops, video screens, whiteboards, and projectors. Teachers are rigorously trained in the use of technology and coveted districts have one laptop for every child. Young children are taught keyboarding, and most children are immersed in electronic device manipulation. The additive effect of technology should be readily apparent in our educational outcomes. Unfortunately, it appears that just the opposite of what we expected has happened. The National Assessment of Educational Progress (NAEP) is designed to give a summative snapshot of educational progress based on a statistically significant sampling. The reading scores at both 4th and 8th grade are at an historical low with only approximately 25% of students being proficient at reading. In mathematics fourth graders are doing better (40% proficient), however 8th grade math is also historically low. It may be simplistic to attribute poor longitudinal performance to the immersion of technology; however, the inverse relationship is certainly evident.
Recent brain research has shown that retention of information is less when the information comes from a digital screen vs an old-fashioned book. Furthermore, the
manipulation of a pen or pencil to write words provides a more connected approach to language than utilizing a keyboard to record thoughts. Solid research conducted on learning strategies has shown that laptops can help with tutoring, but the correlation with learning nearly triples when a competent teacher develops empathy with students. Illusions are entertaining.
We all enjoy exploring what-if in our brains. Learning in the formative years is too important to trust methods that indicators illustrate are ineffective. It takes time for our brains to process the fact that images we have seen indicating potential success are simply not working. The facts are, though, that the idea of entertainment-education has not been a panacea to revolutionize education. It is essential for our future generations to take a step back and rely on proven educational methods that may lack the glitz of technological promises but provide solid results. Our children, our teens, and our society need the reality of solid education, not mirages that tantalize.
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