Educational Technology: Is It Leveling the Playing Field or Not?

Paul, Annie Murphy. (June 2014). Educational Technology Isn't Leveling the Playing Field. Slate.com. Retrieved from http://www.slate.com/articles/technology/future_tense/2014/06/neuman_celano_library_study_educational_technology_worsens_achievement_gaps.2.html


On June 25, 2014, Annie Murphy Paul published an article titled "Educational Technology Isn't Leveling the Playing Field" on Slate.com. In the article, Annie Murphy Paul discusses a study done by Susan B. Neuman, a professor of early childhood and literacy education at NYU and Donna C. Celano, an assistant professor of communication at LaSalle University. The two professors spent time in two different libraries in different parts of Philidelphia to see "how the introduction of computers might '"level the playing field'" for the neigborhoods' young people, children of '"concentrated affluence'" and '"concentrated poverty.'" The two professors found that technology is "increasing the gap between rich and poor, between whites and minorities, and between the school-ready and the less prepared." They go on to discuss how they found that affluent children and poor children are using the technology in different ways. I find this to be very true when it comes to my own observations as well. When it comes to my friend's children who grow up in a middle-class more affluent home and my students who come from very low-income homes, I too see that children are using technology different. My friend's are constantly monitoring what their children do and what kind of games they are playing or videos they are watching. The children also have a much better understanding of how to use the technology and in many cases are able to use the technology better than their parents. However, when it comes to my students, many of them have never had the opportunity to use this technology or have not be taught how to use it. If they have had access to it, they aren't using it to do educational things, but instead they are playing video games and watching inappropriate videos. This is probably due to the fact that their parents are not monitoring what they are doing and instead have their heads buried in their own technology devices.

In the article, Paul also refers to the "Matthew Effect," which is the tendency for early advantages to multiply over time.  She relates this effect to technology and explains that "as with books and reading, the most-knowledgeable, most-experienced, and most-supported students are those in the best position to use computers to leap further ahead." I think this is true because the earlier parents begin reading to their children, children pick up on words and sounds and they begin reading themselves. This is the same way for technology, the earlier parents expose their children to technology, the quicker they are going to pick up on it and use it. The longer it takes children to pick up the skills, the more likely they are to not be as interested in it.

The article also goes on to talk about how "schools in low-income neighborhoods are more apt to employ computers for drill and practice sessions than for creative or innovative projects." I agree with this statement because I see it happening in my school. We are having to take so much time just teaching the students basic keyboarding skills and other computer skills. My district is trying to move to a more one-to-one computer approach, however, students will not be able to use the computers to their highest potential until they completely know how to use the computer and navigate with it. This still puts those children at a disadvantage from the more skilled students, which in turn still leaves the achievement gap open. Just like the article discusses, the achievement gap can only get smaller if teachers, librarians, parents and students are given the proper training on how to use the computers effectively.