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Is It Possible?

Exploring a Paperless School

Becky Zebroski

July 8, 2007

Final Paper

Technology in the Classroom

Imagine entering the teacher workroom and not hearing the hum of the copier copying, sorting, and stapling packets of worksheets.  Ponder the idea of walking into a math classroom and seeing students busily solving math problems, not on notebook paper but on their notebook computer.  Consider the impact of using a laptop computer to access up to date, current information instead of a heavy, outdated science textbook.  What would this type of environment mean for students and teachers? 

This type of environment may not be as far off as one might think.  An increasing number of schools are providing their students with laptops that are available to them seven days a week, 24 hours a day.  In 2004, Maine and New Hampshire had implemented statewide programs for individual computer access in all their public schools (Bianchi, 2004).  A number of other states are now in the process of similar initiatives. 

Because of the technology available, teachers are able to use computers for record keeping, accessing lesson plans, creating study guides, and communicating with parents (Judson, 2006).  This new environment will require teachers go beyond their comfort level, expand how they teach with technology, and continue to integrate it into their daily routines.  As the use of technology becomes increasingly more important, teachers are going to be required to change how they teach.  According to Judson (2006), teachers who readily integrate technology into their instruction are more likely to possess constructivist-teaching styles.  The focus will have to shift from teacher directed instruction to student-centered classrooms.  This shift will require teachers to relinquish intellectual authority, relinquish authority in management of learning, and gain familiarity with the technology (Jonassen, Howland, Moore, Marra, 2003). 

Naturally, the changes that teachers make will affect the role that students will have to make.  Technology in a student-centered classroom becomes a powerful learning tool.  In a student-centered classroom, students learn by doing and are required to take an active role in their own learning.  They must develop skills in articulating, reflecting on, and evaluating what they know as well as setting goals and work toward achieving those goals (Jonasses, Howland, Moore, Marra, 2003). 

With the growing technology, the possibilities and opportunities in the classroom are endless.  Teachers and students have access to a plethora of information via the internet, electronic versions of textbooks, interactive CD’s and programs.  Students and teachers can communicate with experts or peers in another city, state or country using synchronous and asynchronous communication tools.  Information that was once out of reach is now at the fingertips of students and teachers.  Access to all this information may suggest that schools could become paperless environments.

Paperless classrooms could be easily achieved with teachers presenting information using PowerPoint, administering tests and quizzes on-line, and electronically delivering assignments.  A paperless classroom has both advantages and disadvantages.  Advantages include the amount of trees that would be saved, the flexibility of completing and submitting assignments, and legibility of the assignment.  One disadvantage is the difficulty for students to adapt to using an online textbook.  According to a study by Vernon (2006), students' primary strategy was to revert to making paper copies when permitted to do so instead of reading the assigned materials online. Other disadvantages include difficulty using taught reading strategies and always needing the computer but not having access.

Students using laptop computers or other devices to do all of their classroom work will soon be a reality rather than futuristic dream.  It will require a change in the way teachers teach and students learn. 

References

Bianchi,  A. (2004, February). One to one computing: Wave of the future or

expensive experiment. Forecast. Retrieved July 6, 2007, from http://www.hflcsd.org/nysbjournal.pdf

Jonassen, D. H., Howland, J., Moore, J., & Marra, R.M. (2003).  Learning to

solve problems with technology: A constructivist perspective. Upper Saddle River, New Jersey: Pearson Education Inc.

Judson, E. (2006). How teachers integrate technology and their beliefs about

learning: Is there a connection. Journal of Technology and Teacher Education, 14, 581-598. Retrieved July 6, 2007, from ProQuest database. 

Vernon, R. (2006). Paper or pixels? An inquiry into how students adapt to online

textbooks. Journal of Social Work Education, 42, 417-428. Retrieved July 6, 2007, from ProQuest database.