Schizophrenia
...w to approach these problems. However, one topic remains unchanged, a call for more extensive and effective use of computers, networking and other technologies along with a systematic curricular program. Even though computers transformed the work practices of American’s offices and industry, the effect on the classroom is still very little (Shaw 9). Over the past couple decade’s computers have started to take over the jobs of typewriters and such because of the full-scale capabilities and usages of Internet sites. On the contrary, U.S. educators still have difficulties getting schools to provide a landline Internet source in all classrooms (Katz 90). The gap in technology education is sure to increase as the uses of technology increase daily in society. This being known, there is now going to be a strong emphasis on interpersonal communications in the educational technologies taught. Educators are also going to have to learn how to adapt to the ever-changing technologies and ways of today’s economic and commercial innovations. Students need the opportunity to develop and use these sources of information. Studies by the Panel on Education Technology (PET), suggests that although some teachers still prefer traditional methods of education, as used prior to the computer craze, many will still adapt and cause no pause for concern. One study allowed students unlimited access to computers and only about 30% spent time on the computer (Shaw 26). In perspective, research shows a significant increase in interpersonal interactions when technology was introduced in the classroom. In many cases, today students collaborate on projects and extra curricular activities involving usage of a computer. “Students at CCHS create banners for sports events, use power point and Microsoft Word for school projects and reports, and we also have access to the Internet”, says Taylor Pagano a seventh grader at CCHS. These are opportunities for students to show off there work and also to inspire others to get involved in such activities. This technology also gives students with learning disabilities a great opportunity to interact just as “normal” students would. It bridges the gap in the disability students. Another year of study from the PET, and researchers from Kent State University, show that online study and discussion groups help disabled students to interact in groups with normal students. Groups were formed with both deaf students and hearing students, each having to communicate with each other to solve problems. This method demonstrates about a 10% increase in language scores (Fawatt, sec 9). In addition computers give the opportunity of speech to those who cannot vocalize or see. Phonic keyboards, Braille devices, talking work processors, screen readers, and screen enlargers are some available resources for the visually impaired. New technology has enumerable educational tools and it also aids the teachers in educating. Even though technology in education provides many beneficial applications, many districts just have inadequate equipment, software or funding to try to keep pace with the growing demand. According to PET in 1995, money spent on instructional software ranged from $10 to $16 per student per year (Anderson 31). This would equal less than a third of one percent of all educational costs. Many schools still work with outdated equipment, and due to non-funding they utilize them the best they can. Although computer use in education has sharply increased over the years, many of them still operate early generation models with small processors, less storage and the inability to link them together electronically (Anderson 22). In 1991, 35% of public schools were still using dial up connections for accessing the Internet resulting in a slower process of information, where as 65% possessed a dedicated line (Internet 5). In addition, most school computers lack large scale multimedia software capabilities and also have limited graphical access to the Internet. Without updated software or funding students could miss out on a lot of learning. Not only is there a lack of computer hardware and software, equitable access to information technologies has been a central concern of educators, ever since the first computer came into education some twenty years ago. Availability in classrooms is a concern. However, availability of computers and modems at home cause even greater problems. At present computers can be found in approximately half of all households in America with children (Shaw 45). More importantly, students only spend about an hour a week accessing educational programs. In the future, educators hope to see an increase in computer usage time as both schools and households obtain them. Yet certain segments of American population maintain far lower home computer ownership and access, thus making home access one of the most significant sources of educational inequality in the United States. As of June 1995 computers were present in only 14% of all households, where the head adults only had high-school education, and in which the average annual income was less than $30,000. On the contrary, 75% of households with college educated adults having an annual income of $50,000 or more own a computer (Shaw 46). Many school districts are stirring to create positive alternatives for families that cannot afford a home computer. Offering use during free periods and after school, and having labs will allow those who don’t own a computer to gain access and enjoy them. According to Mrs. Matot, a computer lab teacher at CCHS, “over the past few years the fund raisers and grants have brought forth roughly 1,100 machines in the Central school system. The high school has about 750 computers, Pine Hill approximately 350 computers, and Union East at 120.” Over the years it took the schools to obtain them, they were still utilizing the old machines. The new machines are Gateway computers with high ram and memory access, along with Internet capabilities. While the old machines were Apple IIE, which offered little memory and limited working capabilities. Besides the challenges with inequality of computer access being a challenge for school districts, some still have teachers that are inadequately trained on materials they are expected to teach. In order to make educational technology work teachers need to be able to master all the resources and tools, along with be able to plan their criteria around the new enhanced...