Once upon a time the television was looked upon as the new classroom blackboard from which students could learn and master any number of subjects; it was touted as the worldwide classroom. Today it is the computer that has been thus elevated and it is often referred to as the global classroom.
Accurate data regarding the number of public or private schools with computers and software is unavailable. However, "information extrapolated from a recent survey by the market research firm Quality Education Data (QED) suggests that about one-third of U.S. schools have installed a LAN with internet access" (Tenbusch & Vaughan, 1998, p. 1). Tenbush & Vaughan (1998) go on to write, "But with the momentum provided by the federal e-rate program and the annual NetDay volunteer events, it's clear that the day is fast approaching when most schools will be wired" (p. 1).
Quantity aside, these statistics lead to an obvious question of quality: Are computers being used effectively in the classroom and, if so, how?
Computers are being used for various purposes in K-12 and college classrooms across America, among them to teach science, health, physical education, recreation, dance, second languages, English, and writing. The hype is that "computer networks change
everyday classroom activities into exciting, unique projects involving the interaction of students and teachers worldwide" (Eisenberg & Ely, 1993, p. 1). And, in fact, some teachers are very creative about using computers to enhance the classroom learning environment. One example cited: "Students studying the solar system can send questions directly to NASA scientists" and receive responses (Eisenberg & Ely, 1993, p. 1).
It is a given that students benefit from well-trained and informed teachers. Professional development is available for teachers through a variety of sources, including online education courses. Today's teachers can earn masters degrees and doctorates in se...