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Technology also increases the teacher's ability to target different learning styles simultaneously. If a student feels that he or she did not get a full understanding of the day's material, they can then access that same information from many angles, get different perspectives, and have it explained in different ways.
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In the past, the classroom, and perhaps some books, were the student's only access to knowledge. Now, with continuous, seamless, instant access to all knowledge; the classroom must become a knowledge refiner, and integrate its self into this continuous stream of information.
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Technology also increases the teacher's ability to target different learning styles simultaneously. If a student feels that he or she did not get a full understanding of the day's material, they can then access that same information from many angles, get different perspectives, and have it explained in different ways.
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She is currently writing a book tentatively titled Cases for Using Students' Cell Phones in Education: A Practical Guide to Using Cell Phones in K–12 Schools, which looks at 11 U.S. and 5 international case studies of teachers integrating students' own cell phones into instruction.
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One of Larry Cuban's (Teachers and Machines, Oversold and Underused) theories about why ed technology often fails in schools is that we use this top-down approach where administrators or tech coordinators introduce the technologies to the teachers, and they in turn try to introduce and teach it to the students. It's a very foreign concept for the students, as well as the teachers. And often what happens is maybe a handful of teachers end up using this very expensive technology, and students don't have any access to it outside of school. Cuban recommends a much more bottom-up approach to ed technology. Rather than making specialized software and hardware just for school learning, students and society introduce the technologies that schools should be integrating into learning.
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People who know the history of ed technology know that it hasn't been that successful, long-term, with sustaining learning because it's often attached to a tool that students don't have access to outside of school.
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