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Intellectual, Social, and Moral Development: Why Technology Cannot Replace Teachers

Intellectual, Social, and Moral Development: Why Technology Cannot Replace Teachers Information technology is changing people's thinking as profoundly as the printing press changed the course of history more than five centuries ago. The advent of information technology, particularly the computer and the World Wide Web, was hailed as having "the potential to revolutionize education and improve learning" (Dede, 1998, p. v). Futurists quickly envisioned "virtual schools" where students spend a great deal of time learning from their computer-as-teacher. Vivienne Collinson Michigan State University This article argues that as student use of computers increases, teachers will be more indispensable than ever to guide the intellectual, social, and moral development of children. To illustrate this position, the article describes intellectual, social, and moral issues that one teacher has faced in a technology-rich, 21st Century School. Her experiences demonstrate why technology cannot replace teachers and exemplify how computers in schools anywhere can be both a blessing and a burden for teachers. Educating for Intellectual, Social, and Moral Development Goals of education in the United States have changed little over the last 300 years and generally fall into four categories: academic (intellectual), vocational (responsibility as a productive citizen), social and civic (socialization into a democratic society), and personal (self-development) (Goodlad, 1984). Goals http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Intellectual, Social, and Moral Development: Why Technology Cannot Replace Teachers

Collinson, Vivienne
The High School Journal , Volume 85 (1) – Jan 10, 2001
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Publisher
University of North Carolina Press
Copyright
Copyright © 2001 by The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Information technology is changing people's thinking as profoundly as the printing press changed the course of history more than five centuries ago. The advent of information technology, particularly the computer and the World Wide Web, was hailed as having "the potential to revolutionize education and improve learning" (Dede, 1998, p. v). Futurists quickly envisioned "virtual schools" where students spend a great deal of time learning from their computer-as-teacher. Vivienne Collinson Michigan State University This article argues that as student use of computers increases, teachers will be more indispensable than ever to guide the intellectual, social, and moral development of children. To illustrate this position, the article describes intellectual, social, and moral issues that one teacher has faced in a technology-rich, 21st Century School. Her experiences demonstrate why technology cannot replace teachers and exemplify how computers in schools anywhere can be both a blessing and a burden for teachers. Educating for Intellectual, Social, and Moral Development Goals of education in the United States have changed little over the last 300 years and generally fall into four categories: academic (intellectual), vocational (responsibility as a productive citizen), social and civic (socialization into a democratic society), and personal (self-development) (Goodlad, 1984). Goals

Journal

The High School Journal – University of North Carolina Press

Published: Jan 10, 2001

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