The USA has made it known that they are quite competitive in using high technology, such as Smart Phones and Mac computers, for social purposes, but how about in the classrooms? Certain countries, such as China, India, South Korea, and Japan, have invested in technology as a key point in their economic future. The USA excels in providing more equitable access to school technology, but other nations are working hard to catch up. India, as well as others, is making financial commitments and investments in teach technology skills in their schools (Manzo, 2009).
Smaller countries are seeking out free curricula developed by technology companies, such as Intel and Cisco. Cisco, for example, has pumped out $300 million into its curriculum, which provides free to more than 2,000 high schools and junior colleges around the world (Manzo, 2009). This implies that those countries will narrow the gap between the U.S. and themselves in the teaching of technology skills (Manzo 2009). Some countries are already ahead.
Only recently has Singapore tried to expand lessons that include more creative and critical thinking in using the tools, but they have long taught technology skilling in its schools. South Korea has teacher and student standards that shape all technology education efforts (Manzo, 2009). Technology skills are also being infused in the national curriculum in Britain, Australia, and China.
The problem is that many schools in the USA do not engage in using technology as creative and productive tools. Technology is not a part of the message that these tools are used to build with, to learn with, and to create with in some schools. Some schools argue that too much technology takes away the students ability to problem solve and tackle tasks on their own. Technology educators’ argue that it’s not so much the mechanical use of these devices, but rather how you incorporate them into your thinking and problem-solving.
Over the last five years or so, it's become more the argument that students need to have these skills to be economically competitive, globally (Manzo, 2009). China, India, South Korea, and Japan have invested in making sure that their students have access to the technology and the literacy skills that they see as key to their economic future. “But the U.S. has not given as much attention as the highest-performing countries around the world, which means our kids aren't getting the opportunity to compete (Andrews, 2009, p3)."
In conclusion, our students in the USA are not competitive to our international peers in the use of technology in the classrooms. It seems as though it is split between teachers arguing that we need to keep up with technology to be economically competitive and other teachers saying that too much technology can take away students ability to problem solve and tackle tasks on their own. This writer can see both sides of the argument, but as far as competition goes, the USA needs to amp up the use of technology in the classrooms order to keep up and be competitive with today’s modern society.
References
Andrew, S. (2009). Intel US Technological Program. Intel Corporation. Retrieved: www.edweek.org
Manzo, K. K. (2009). Global Competition. Education Week's Digital Directions. p. 16-19
