COMPUTER TECHNOLOGY

Most discussions related to education today include mention of the revolutionary impact technology will have on learning in coming years. Likewise, there is a general perception that computers¾microcomputers in particular¾will be pervasive in home, school and work. Rapid advances in technology, coupled with the declining cost of computer hardware and computers' timesaving potential, make this prognosis a credible one.

Schools have an obligation to prepare students for the highly technological age in which they will live. Perpetuation of ignorance in this area could very likely breed a crippling fear of technology. Ultimately, this leads to creation of a new career tracking system, because many youth would be inadequately prepared for the increasing number of jobs and careers requiring computer literacy. Many who can afford it already have microcomputers in their homes. It is incumbent upon the schools, therefore, to accept responsibility for seeing that all students have an equal opportunity for access to basic computer instruction.

Computer technology's current capability is greatest as an aid to administrative tasks within the school. Computers promise to reduce significantly time spent in scheduling, budgeting and record-keeping related to grading, attendance and reporting.

Less developed are computer uses in instruction. Most available computer courseware is drill and practice, al­lowing students to work at their own pace and providing feedback on correct and incorrect answers. A partial list of other potential applications includes writing and editing, the teaching of conceptual information through problem-solving and discovery methods, and simulation of real or hypothetical situations or gaming. The minimal field-testing of this instructional programming warrants cautious and thoughtful integration of computers into the school as an instructional aid.

Responsible spokespersons for the computer industry are quick to point out many caveats. The computer, for example, represents one more tool for the teacher but in no way can replace the teacher. While the computer offers many potential educational benefits, costs of main­tenance, hardware expansion, software and staff development require a substantial investment. Different computers serve different instructional and administrative purposes and must be carefully selected with function in mind. Software is not transferable from one manufacturer's equipment to another; the industry predicts another decade before adequately field-tested instructional and curricular software programs are available. Additionally, we do not yet know whether student fascination or interest in computer learning can be sustained on a long-term basis. Questions on how computers will be distributed throughout a school system and which and how many students and teachers will have access to them must also be addressed.

The American Federation of Teachers believes that with responsible planning, computer technology can and should be integrated into the schools.

RESOLVED, that teachers representative of all levels and all disciplines, with input from the union, be involved in assessing computer needs in the school system and in designing programs to meet those needs; and

RESOLVED, that computers and other forms of educational technology must be recognized as supplementary teaching aids which cannot replace the human and specialized skills of the teacher; and

RESOLVED, that training in computer use and function be made available on a voluntary basis to all interested faculty members; and

RESOLVED, that all students have access to development of computer literacy skills; and

RESOLVED, that all teachers have opportunity for access to computers within the school system; and

RESOLVED, that standards be protected in adoption of computer programs and software materials; and

RESOLVED, that software producers should involve teachers in the development and field-testing of their materials; and

RESOLVED, that research should be encouraged on the long-term outcomes of computer use in instruction. (Executive Council)