Editors' Note: When this article was posted in Reading Online in November 1999, readers were invited to comment on it through a bulletin board feature that was discontinued when the journal was redesigned in July 2000. Following are the comments posted to that bulletin board.

Readers who would like the opportunity to comment on this or other articles in the journal are invited to contact the author directly (e-mail address is available on the opening page) or to post messages through ROL Communities.

Post 1

Author: Peggy_McDonald
Date: 01-18-2000 07:32

This article was interesting in several ways. I have to admit, I didn't like it at first, and felt that I softened to it once I read the classroom scenario.

The beginning of the article was pro technology in the classroom to the point where I started to question whether or not the deficiencies would be mentioned. I'm glad they were.

I agreed with the two roles of classroom technology discussed in the article: providing the chance for students to be exposed to multiple ways of expression using symbols, and reflection on language. However, I don't think the article stresses the role of classroom technology in the CLASSROOM itself.

Technology in the classroom should ENHANCE whatever takes place in the classroom, not replace it. The article mentions a study by Chia and Duthie (1994) of students in a computer-based art program. As long as the program only adds on to what the child is studying do I find it helpful. If not, my fear is that the technology will replace the child's imagination.

The fundamentals of teaching must stay intact. The relationship between teacher and student is essential. The teacher must show a sincere interest in his/her students. Teachers must each in order for students to learn with any medium. The teacher must fulfill the two roles of technology in the classroom mentioned as well. If not, the technology becomes the teacher. Caring teachers, and strong, basic teaching must be present in order for classroom technology to be as effective as it can be.

The bottom line: Classroom technology must support literacy learning, not teach it.

Finally, the classroom scenario gave me an idea for Black History Month. A good article, overall.

Peggy McDonald

Reply 1a

Author: Kathryn L. Rohan
Date: 01-19-2000 23:09

I disagree with Peggy in that the article did stress the role of classroom technology. This was emphasised through reading and writing and various methods to access and deliver their production. In agreement though, is the use of technology as a tool not as a "babysitter".

Reply 1b

Author: Kimberly_Worthington
Date: 01-27-2000 15:12

Upon reading this article, I found myself trying to answer some of the questions that Carroll posed within her text: "What if the computer interferes with aesthetic expression?" "Does having access to a more finished products change the child's creative process?" Although Carroll does an adequate job of demonstrating the ways in which technology can enhance the learning environment of our classrooms while providing a strong argument for monitoring its application and subsequent effect, she does not specifically answer the questions which she has raised- a phenomena most likely explained by the huge implications attached to the questions themselves.

Does it really matter if the computer interferes with aesthetic expression? The answer that immediately pops into mind is "yes, of course it does." However, as Carroll states within her article, our very definition of the nature of reading and writing may be changing due to the continued presence of computers in our classroom. Considering this hypothesis, is it possible that the nature of aesthetic expression could be changing as well? Are fingerpaints, markers, and crayons an essential part of creativity, or are they also tools that were once replacements for an inferior product?

Though I raise the above questions, I am not in favor of replacing everything with technology. As many have discussed within this forum, the proper use of technology as an enhancement to education rather than as a replacement for is the first step in truly using technology to the advantage of all concerned in a variety of academic areas. A proper balance of personal instruction and technology along with a supportive learning environment can help give technology its place in the classroom. However, the addition of this very technology may change the way we view education techniques in this country, a fact that brings smiles to some and frowns from many.

Reply 1c

Author: Allison_Strassell
Date: 01-27-2000 16:22

Maureen Carroll illuminates some fascinating questions about where technology is taking our society and what we should be aware of as our definitions of reading and writing begin to change. Carroll presents an accurate description of technology as a valuable resource with distinct limitations. I think that intimacy and expression are lost, at least to a degree, when technology is used to the exclusion of personal contact. When reading the "Classroom Scenarios" I found myself wondering, 'are these kids going to explain peace through movement by showing pictures of dancers on the Internet, or are they going to dance?'

In sum, I agree with Peggy McDonald; a good teacher is far more valuable that a good website or tutorial program. I think that educators have a responsibility to teach children that they have the ability to gain, share knowledge, and express themselves in a number of different mediums, technology being only one of them. Finally, I would be very interested in seeing Carroll's recent research regarding the children's use of computers independently and without prior instruction, and whether their struggles in comprehension were similar to or different than struggles they might encounter when learning without a computer, or with instruction.

Reply 1d

Author: Jody_Stanbary
Date: 01-27-2000 17:13

To begin, I would like to say that I agee with the "bottom line" that Peggy McDonald wrote in that classroom technology must support literacy learning, not teach it. In reading Maureen Carroll's "Dancing on the Keyboard," I had many questions regarding how educators can apply the ideas conveyed in the article. It is the job of educators to prepare their students to be productive members of society, and in today's world, a knowledge of how to use computers and navigate the Internet are essential in fulfilling this mission. I liked the classroom scenerio at the end, but notice that it involved fifth grade students...I wonder how the computer can be used with younger children in literacy acquisition? Children may know how to boot up the computer, insert a disk, browse the web, but what good is this if they can not read what is on the screen? The opening vignette illustrates that the computer is being used to help facilitate reading skills, but I think that it is critical that a teacher be there to help guide and monitor the child in using such tools. Another solution would be to involve students from a higher grade to pair up with a younger student and go through the material. I was reflecting on kids who are poor readers and who use word-processing software. What if they do a Spell Check on what they have written and everytime the computer detects a misspelled word, options appear on the screen of what the child may have potentially meant to type. A poor reader, not recognizing any of the options, may just select the first option, thus unintentionally altering the meaning of their work. I think this scenerio again emphasizes that good teachers are needed first and foremost, and when using the computer as way of enhancing classroom activities, children should perhaps work in pairs. Technology in the classroom can produce many benefits to the users, but obstacles such as teacher training and the actual purchase of computers must be addressed first.

Reply 1e

Author: Jason_Nelson
Date: 01-29-2000 12:07

The opportunities for the advancement of education through technology in the classroom are endless. Still today, our schools are very inexperienced in the use of technology. In just about every school I have entered (even some in very impoverished areas), computers abound. Yet often what I see is that these machines sit there unused or are not used to their full potentials. The intention seems to be there, but apart from purchasing the technology, little else seems to occur.

What I've read from other responses is a concern over the abuse of technology. There is worry that instead of kids being taught by a living, breathing human being, they could be simply plugged into a machine and told to go at it. I have seen this happen to kids who lag behind their peers or who teachers are unsure how to teach. They are literally sitting at the computer, with these big headphones on, staring at the screen, while the rest of the class is being taught by the teacher.

I think another abuse of technology was brought up in the article, but was presented as something positive. The example was given of a class giving presentations (often using technology in a positive way and for the advancement of learning), but then having kids e-mail each other to give compliments about the presentations. This is an example of an unnecessary replacement of a conventional means of doing something with technology. Don't we lose something when we impersonally e-mail someone to compliment on a job well done, rather than walking up to the person, looking them in the eye, smiling, and saying "Nice job"?

Although there is a potential for abuse, there are also many opportunities to use technology to advance learning. Carroll talks about learning by using multiple symbolic representations. The WWW is definitely conducive to this. Another area that the web can provide opportunity is the ability to share ideas and learn about people from everywhere around the world. That is amazing!

In conclusion, I think the answer is in training teachers how to use technology to facilitate learning. To my knowledge most education programs do not place a priority on this or do not address it at all. To be able to fiddle around with a computer is one thing, but to be able to facilitate a productive learning experience through using technology is completely different.

Reply 1f

Author: Kim Boone
Date: 01-30-2000 18:44

Similar to other respondents, I think that when used properly classroom technology can enhance the learning of students. However, as Carroll pointed out a student having access to a computer does not guarentee that the student will use it in ways that "foster their development as literacy learners". Carroll's first vignette about Samantha illustrates this point. Although Samantha was using software that had the capability of assisting her in reading (i.e., a feature that would allow her to hear a word read aloud), she was not aware that she needed the assistance. As a result, she misread a word and did not realize it.

Because classroom technology is increasingly becoming more common, educators biggest challenge will be to ensure that it is used to enhance learning rather than "babysitt students" (as noted by Peggy and Katherine in their responses). Thus, teachers cannot sit students in front of a computer and expect that the child's learning will automatically be enhanced. They must make sure that the student knows how to use the different features of the program. Additionally, they must monitor the student's use of the program and provide needed assistance. If a teacher had been monitoring Samantha, she could have assisted her in sounding out the word and pronouncing it correctly. The teacher could have also showed Samantha the feature that would have allowed the word to be read aloud.

Reply 1g

Author: Ellisen_Masters
Date: 01-27-2000 18:27

As many here in the forum have noted, it is essential that technology not be seen as a replacement for teachers and other "traditional" forms of teaching and learning. I agree wholeheartedly with the view that technology must be used to enhance learning for children and teachers alike, not replace it. I think it's important to note that teachers will be required to learn how to use the Internet, interactive programs, and other forms of technology before they will be able to impart its usefulness to their students. I think this implies another significant topic related to the use of technology and one that Jody Stanbary mentioned in her reply: the fact that students will NEED to be competent in the use of various forms of technology. Students will be encountering information presented in a variety of forms and they will expected to integrate and use that information effectively, both in school and the "real world" of the 21st century.

A recent experience of mine at an elementary school highlights the advantages of using word processing programs as part of instruction. In a classroom of first graders, the teacher used a word processing program with her students during visits to the computer lab. Although only first graders, they were able to type out simple sentences and phrases that constituted entries into their "journals." With the help of fifth grade "buddies," the students learned about the program and used it effectively. The enthusiasm and productiveness of the students was exciting to see. As a final comment, I would like to agree with what Robin Kozub stated in her entry here. I think that e-mail would be a terrific way to involve students in writing and expressing themselves while participating in a project that I suspect many would enjoy. Why not have e-mail pen pals as a class project?

Reply 1h

Author: Greg_Machek
Date: 01-28-2000 11:33

Many of those that have contributed to this online discussion have emphasized the need for the "human factor" in helping our children use technology in acquiring literacy skills. I would have to agree. The author's example of Samantha in the opening vignette is just one way in which the learning potential offered by technology can go unrealized if trained and aware teachers are not there to facilitate the process. Using computers and technology as an aid also necessitates computer literacy for both the teachers and the students. Not only do both have to understand the basics of the PC but, also, each type of program or interactive game has its unique set of rules and functions that will need to be learned and mastered before the primary goal of assisting learning can be achieved. All of this speaks to the need for adequate guidance for our children to get the most out of their experiences with computers.

Jody Stanbary brings up what I believe to be an excellent point when she talks about the use of spell check in word processing programs. She points out that a poor reader may pick the first option for a misspelled word because they do not understand, thus changing the meaning of their work. I would also add that there is the possibility of children becoming dependent on such features, a point that Carroll brings up by citing Lewin's concerns. Such reliance on features such as spelling and grammar check can facilitate just the opposite of learning. I would hate to see this regarded as "simply normal" because the student is "using the tools available in their culture".

It seems that one of the most exciting things that computers have to offer our children is simply how engaging they can be. Robin Kozub and Ellisen Masters both discuss the use of e-mail by students. I, too, have seen how excited children get when they are able to e-mail friends and relatives. This seems like a great way to get kids excited about their writing and communication skills. Interactive media, as well, can hold a child's attention better than many other teaching strategies, but there should always be someone there to monitor whether the child is engaged in a learning process or just being dazzled by the pixels.

Reply 1i

Author: Tony_Wu
Date: 01-31-2000 19:57

After reading this article, I remember a study from one of my undergraduate psychology class: when comparing the brain size of the rats that live a rich environment (natural habitat) versus the rats that live in a laboratory (deprived environment), wild rats have bigger brains. My point here is not to suggest human intelligence is equivalent to that of rats, or am I making the assumption that bigger brains imply higher intelligence. My point is that a rich environment may stimulate the brain to function more efficiently, which in term facilitate the learning process. By utilizing computer technology to enrich children's learning environment in a classroom, children may improve their school performance.

Computer technology such as the Internet has been and will be an intrinsic part of our daily lives and society; school is no exception. Although traditional means of learning also provide children with many opportunities to learn, computer technology can enrich and create an alternative environment to meet children's educational need through an innovative approach. As the author, Maureen Carroll, points out, computer technology can help children to learn how to integrate multiple representations of a language as well as facilitate children's understanding of the language in a highly effective way.

In the example provided by Carroll, students are able to find a vast amount of information whether it's text, graphics, audio, or video at their fingertip. Students can also collaborate on projects, exchange ideas, and explore new things in ways that are not available in the past. Computer technology definitely saves students' time and trouble of running to and from the library. Furthermore, computer technology provides the chance for students to obtain and process information at a much faster pace.

I agree with the author with regard to many positive effects brought by computer technology in a classroom. However, at the same time, much inappropriate information is also available on the Internet. The misuse of this information by children can be deadly. As a result, adult supervision and guidance should be warranted when children are assessing the Internet. When all the necessary precautions are secured, children would benefit from the use of computer technology in a classroom.

Reply 1j

Author: Charlotte_Zeitsiff
Date: 02-20-2000 16:25

The theoretical information offered in this article was particularly interesting in that it brought to mind a few ideas that I had stored away regarding the benefits of incorporating technology in to the classroom. Of particular importance was the discussion about multiple systems of expression and the influences of social and cultural differences on the acquisition of literacy. At first, it seemed almost absurd that the author had to actually make the statement that the existence of computers in the classroom would not (in itself) foster literacy, but after further thought, I was struck with the reflection that our public school system had actually bought computers with that very fallacy in mind...computers in the classroom=literacy acquisition! Of course, our school system (and many others, I'm sure) have since found the errors in this theory and are now attempting to make ramifications. .

Reply 1k

Author: Maureen Carroll
Date: 02-21-2000 20:33

I am strugggling with the same issue that Charlotte describes in my dissertation research. How is it that the mere presence of computers in the classroom affects literacy? Are we presuming too much, or giving technology some transformative power? What exactly is it that we expect of technology, and what does it offer to children as they develop as literacy learners? There is so much to think about....

Reply 2

Author: Laurie_Louise
Date: 11-22-1999 09:59

In Maureen Carroll's article "Dancing on the Keyboard: A Theoretical Basis for the Use of Computers in the Classroom," she discusses the wide range of symbol systems having a computer in the classroom can cover. I wholeheartedly agree with Carroll on the effectiveness computer technology can have on expanding students' learning capabilities in the classroom. The concept of "aesthetic literacy" is one that can be readily reached through computers, because computers offer different systems, or means, of expression. Through KidPix2 computer software, both drawing and word-processing are made available to the students. Immediately, a student can interchange word-processing and drawing to facilitate his/her's own learning ability.

Reply 2a

Author: Sande Raabe
Date: 11-22-1999 17:39

I found this article very interesting as it confirms some of my personal research on computer literacy in the classroom. I also found that word processing is very benificial for children and their writing. Writing itself can be very difficult let alone getting your ideas down on the page in a readable manner. Word processing can make the task easier because the text can be changed so easily at any point in time.

Another point the Author made is you can't leave students alone on the computer with the software. The human factor in learning can never be replaced by the computer. Verbal skills are developed because the students are interacting with each other as they talk about the information they have found using many different sources either on line or with more traditional methods.

Reply 2b

Author: Robin_Kozub
Date: 11-24-1999 19:01

I believe that the use of the internet and interactive CDRom's aid student's acquisition of literacy. Many students are extremely interested in internet topics and/or e-mailing their friends and family. Through browsing the internet, students make sense of the language used in order for them to reach their selections. When e-mailing a friend or relative, students have a wonderful opportunity to express themselves and communicate using their written skills. I have found that students who normally avoid writing, often can't wait to communicate using the computer.

Reply 2c

Author: Tiffany_Walker
Date: 12-06-1999 23:18

"Dancing on the Keyboard" is well written article which focuses on some concerns I have in regards to allow students to use multimedia in the classroom. The very beginnin of this article in regards to Samantha's use of the computer in learning how to read, clearly illustrates one of the problems that can occur in using computers. Students may take full advantage of the computer and begin to rely on it for everything. I suppose the question that arises is where and when does the line get crossed when using computers? There are so many wonderful things that can be done with computers, but Carroll is correct in saying that students must be supervised when using technology. There is no way to ensure that all students will be using the computer for the appropriate and most beneficial reasons unless they are supervised.

Reply 2d

Author: Maureen Carroll
Date: 12-17-1999 21:02

I am working on another research project that suggests that children benefit in different ways when they are given time to explore what computers can do without initial instruction and when they work independently. It was really interesting to watch the child's procedural sense making efforts as well as the struggles with reading the content of the program.

Reply 2e

Author: Angela_Fontanini
Date: 01-26-2000 12:13

I strongly agree with Tiffany Walker's reflection of "Dancing on the Keyboard." Carroll makes a convincing argument that technology can bring students together and allow them to work and learn collectively. Not only is this beneficial to the students, but it will be necessary to teach them these skills in order to prepare them for life outside of the classroom in the 21st century. Carroll provides a comprehenive and convincing theoretical foundation for incorporating such activities into the classroom to faciliate learning language.

As a few others in this discussion have mentioned, it is important to keep ourselves in check when implementing these tools in the classroom. We must not be too eager to replace our previous methods with computer-aided technology; human contact and instruction is still integral to most aspects of education. I think Carroll does an excellent job at recognizing this, saying that classroom technology should be used as "only one tool among many that can be used to facilitate children's growth as meaning makers." It can, however, prove to be a very powerful and amazing tool if used appropriately.

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