The Computer Delusion

Over the weekend, with the exception of the time I spent sleeping or drinking coffee, I moved between desktop and laptop computer, engaged in reading, responding, researching, typing, revising and editing work related to my two grad classes, my job, and my children's extracurricular activities. Without the aid of the internet and its ability to display research materials within minutes, various software applications, and my ability to type upwards of 80 wpm, I would have completed only a fraction of what was expected. However, by the end of the night, instead of feeling motivated to use this tool even more, I felt like the students in Napa, California. My head hurt, my eyes were sore, and my wrists were in pain. But that's not all. During that time I had completely isolated myself from the world around me. At one point, my daughter was trying to ask me a question, and I didn’t even realize she was there until she poked me. “You remind me of those "video geeks" at my school. They have pale skin because they never get out in the sun, and they don’t speak to anyone except their geek friends. Maybe you’ll talk to me if I email my question to you?”

I agree with Todd Oppenheimer when he writes that “computers encourage social isolation.” If we allow technology to take the place of human interactions, we may lose our ability to communicate effectively, as well as think critically. The article reminded me of a situation I faced last year. The school I work in purchased a CMT “score enhancing” program. Students were required to spend 1-2 hours each week in the computer lab completing sample tests in reading, writing, math and science. After they completed a test, the students compared their answers to the ones set by the computers. When it came to scoring open ended questions, many students were shocked to find out their responses received a score of zero. Rather than examining the overall content of their responses, students changed individual words in an effort to type in the word that the computer was searching for. As I made my way to each student, I realized that many of the “zero” responses showed excellent comprehension of the text. However, instead of defending their responses and describing how they demonstrated their understanding, they wanted to change the words until they scored a three. Hence, the software did not enhance their learning.

I disagree with Jane Healy who wrote that essays conceived on a computer do not link ideas together. When my students draft their writing on the computer it is easier for them to reread the printed document and find the places where they need to revise and edit. If you turn on “track changes” it helps students see their own progress and reflect on what they did well in the piece, and what they still need to work on.

Lastly, the article also brought up another good point about teaching students how to use technology so they will be better prepared when they enter the job market. I agree that employees who are flexible and intelligent can “learn all the computer skills they need in a summer.” I used an electric typewriter, pencils, pens and papers until I was 20 years old, and the first time I accessed the internet was a little more than five years ago. I learned how to use a word processor as well as any software that was required, on the job within just a few weeks. In addition, the programs that students are using in school today will probably be obsolete by the time they enter the work force. Just ask the people who thought Wang would be around forever!