worried that America was losing its economic primacy, wave after wave of unrelenting criticism
washed over K-12 schools and higher education" (Cuban, 2002, p. 4). The question then is this,
"Who truly stands to gain the most from the use of technology?" becomes much more applicable
in this controversy concerning the use or lack thereof of technology in secondary schools.
Technology continues to make huge profits for businesses and companies that produce
computers, software, etc., but is there really much hard, conclusive evidence that the minimum
computer skills and other "tech" skills high schools can offer really provide high school graduates
a competitive edge in the job market right after high school? Or do these graduates need much
more extensive training before they are able to compete for high paying jobs in the technology job
market? Computer schools tout high incomes for their graduates who complete a 3 or 4 year
degree at a minimum cost of $40,000.00. In light of this, it is hard for some educators to buy
into the theory that technology will solve the problems for teachers and students.
There is no question as to whether or not technology can improve teaching methods in
the classroom, nor is there any doubt that it can improve student learning. For example,for the
struggling reader, a computer program that tutors reading is a powerful tool. English language
learners can use computer programs to help them learn their new language. This is also true for
students learning a foreign language as well. However, the high cost of software and site licenses
along with equipment and staff development costs is a very heavy burden for districts to bear,
especially in poor areas. Computers also offer help to special education students that is invaluable.
Computers provide problem solving tools as well as research options and much more, but it is
difficult to match classroom needs for all teachers with a limited budget. It is true that technology
provides quicker access to greater amounts of information and provides great tools for students
and teachers alike, but as Cuban points out in his book, there are many difficulties that teachers
must overcome before they are able to embrace something new.
Cuban says that some of the biggest problems facing teachers today as they try to
integrate technology into their classrooms is, lack of training, equipment, software availability,
reliability, as well as grade-level appropriateness, and time to prepare and use the technology in
the classroom. Another problem that teachers face comes in the form of district guidelines and
restrictions on the use of technology in the classroom. Many districts, in an attempt to prevent
misuse of the internet, block sites they deem unsuitable for students. This often causes problems
for English language arts teachers who would have students visit sites that contain appropriate
literature selections for their class. Each of the problems listed above can and sometimes do,
prevent some teachers from venturing into the world of technology in their classrooms.