Douglas B. Reeves, Ph.D. encourages educators to think of technology as analogous of the #2 pencil. Instead of thinking of technology in quantitative terms (number of computers, etc.), we need to rethink technology as direct support for instruction.
For many schools, technology remains in the operation side. It is used for managerial tasks such as submitting administrative required paperwork or processing payroll. Technology must be subordinate to, rather than master of, learning. Reeves outlines ways to interweave technology and instruction effectively:
- Technology must be subordinate to human relationships. As technology has the potential to be socially isolating, educators must take steps to nurture appropriate social interactions and foster relationships.
- Technology use must encourage critical thinking. Students must be explicitly taught to be selective of information to determine its relevance, reliability, and currency. Information must be triangulated – all claims, beliefs, and arguments must be supported by several sources.
- Technology use must involve explicit teaching of how to synthesize and evaluate information. In order to be respectful producers of information, students must be knowledgeable of digital citizenship and be asked to create new, rather than appropriated, knowledge.