On the Question of Technology in Today's Education

By Bonnie Weidel

I treat technology in the larger context and advocate for a broad introduction to the social, cultural and economic choices that are available within and without the classroom.

We tend to associate technology with computerized operations, whether it is communications, textile manufacturing, automechanization, or screen printing. But real experience ranges from paint brush to spray gun, shovel to backhoe, bike to automobile. We see no slow down in this tendency for the future. Thus, the changes in technology are twined in almost every topic and activity of our lives. Further, these technologies are changing even as we ponder how to use them efficiently.

So what is the school system doing to augment student knowledge and use of the various technologies?

Technology in the larger sense is defined as becoming expert in technical or mechanical skills, learning systematic knowledge and application of that knowledge in a wide variety of pathways. As many educators are currently arguing: problem solving is an essential skill in this mix.

I like to point out how many vocational options that both the Benicia middle and Benicia High schools currently offer: computer graphics, automotive rebuild and repair, stage design and contruction, theatre arts, 8 or more skilled sports, instrumental music, art history, ceramics (yes, it is considered a vocational basic skill), film production, journalism - including newspaper production and year book/magazine compilation, painting, (yes, we still paint walls and woodwork), photography, wood shop, electronic devices, welding and metal work (AT MIDDLE SCHOOL!)-----and the biotech and Echo academies which are based upon research and applicational problem solving.

We could add to this list: creating opportunities for teaching apprenticeships in elementary grades; increased student community projects (as currently involved with gardens, cooking and produce distribution). We have an obligation to build exploration of social and cultural roles from elementary school on up and to increase technological learnings at all levels in all areas so that we facilitate children's innate desire to learn about their society, their culture and world.

Are we talking "tech" as computer literacy? More use in classroom for research and saving paper assignments? More experience as we convert from hand tool to mechanized process? More collaboration with the trades and skilled labor unions to keep students alert to these transistions and their options for the future? Yes to all of this.

Technology has many avenues. We need to keep them open to enable student travel.