My reflections on the preface and chapter 1 of Rethinking Education in the Age of Technology

While reading the preface of Rethinking Education in the Age of Technology by Collins and Halverson I was confronted by an issue that seems obvious upon hearing it, but has never really crossed my mind. Technology is such an integral part of education and learning and the lives of modern students, but strong incompatibilities exist between the use of technology in life long education and in traditional schooling. Access to technology impacts learning in a major way, but most students have limited contact with technology in school. In fact, students have a great deal more interaction with technology outside of school. The preface also suggests that without the successful integration of technology into schooling, students will be likely to seek education elsewhere. This is an important realization for Americans to make because this possibility is very real. The tradition of attending school every weekday would not be necessary if access to education was just as easily achieved at home through the use of technology. This situation has already occured many times when adults decide to take college courses online in order to complete their degree requirements from home. Therefore, understanding ways in which technology can be used within the classroom and embracing changes in public schooling is a necessary first step to take.

Chapter 1 of the book explains ways in which the current status of education is in the midst of a dramatic change. This change is a result of the "information" or "knowledge" revolution that is currently in effect thanks to the rapid increase of available technologies. This revolution changes traditional perceptions of schooling because people can now decide what they want to learn, where they want to learn, and how they want to learn it. In addition, this knowledge revolution is gradually transforming work puting emphasis on skills of accessing, evaluating, and synthesizing information. There is a significant gap between the technology that is available inside and outside of the classroom, thus many students are moving their education out of schools and into more choice arenas. The authors bring up some undeniable truths about the way technology is genrally viewed in schools. Cell phones, video games, and other technologies are viewed as distractions and traditional classrooms are often uncomfortable with the prospect of embracing new technologies. I find it helpful that the authors take a neutral perspective on the role of new technology expressing both benefits and fallbacks of the knowledge revolution. It is important to acknowledge how this increasing ability to personalize one's education might give an advantable to those who can afford the best technologies. With this information we can begin to avoid widening this gap and create equal opportunities and access for all.

This reading greatly impacts my thinking on the role of technology in learning. I am much more aware about the necessary changes that must soon take place within schools. With out a successful integration of technology into schools our current methods of schooling will be compromised, and the gaps between access to technology with become wider. Technology has a significan role in the everyday lives of modern students, thus it has an equally significant role in schools. This new thinking will greatly influence me as a future educator. It is apparant that the current tendency for teachers to avoid instead of embrace new technology is not successful. It is important that teachers stay up to date and use technologies that can provide access to education inside and outside of the classroom.