Article Review #1

Article Review #1

Description:
“School Turns Page on Technology with E-Reader Textbooks” by Stephen Thompson was discussing Clearwater High School and its decision to equip each of its 2,100 students with an e-reader, in lieu of Math and English textbooks. Rather than receiving the traditional, usually-bulky Math and English texts, students will have a downloaded version on their e-readers. In many ways, Clearwater High is serving as “guinea pigs” for the surrounding schools—who are waiting to see whether or not the innovative and utterly original plan will be successful. If the plan proves successful, the e-readers (and subsequent downloaded texts) will eventually save the school a lot of money and promote a greener school policy. According to the article, there was a strong call for more technology incorporation at the school by teachers, parents, and students. And, rather than spending money on laptops, which are more expensive and possibly on the out, principal Keith Mastorides opted to go with the e-readers. The e-readers will give students access to not only their textbooks, but the internet, and assignments/ school reports as well. Furthermore, the e-readers may have a regenerative effect on student interest and engagement. According to a Clearwater senior, students get “frustrated” with their textbooks and that the e-readers will not only be lighter but a great tool to help students remain organized and possibly even learn more efficiently. The student even went on to suggest that the e-reader would become just another high-tech essential for students in today’s 21st learning community and that they would treat the e-readers with the kind of care they would treat “[their] own Kindle.”

Analysis:
I think this article touched on an issue that a lot of schools and districts are grappling with right now. Here in Omaha, even, OPS principals were given grants to use at their own discrepancy—the question of how they should spend the funds is and remains to be a daunting question for those who are considering spending the allocation on technology. If you choose to spend it on technology, do you get each student a mini-laptop, an e-reader; new media center computers, smart boards, etc.? Clearwater’s principal’s decision was a gutsy one—but one that could prove to have outstanding results, and admirable, no matter the end result. It is evident through the article that both teachers and students are excited about the prospect of the e-readers—something that will prove valuable in the engagement of both parties essential to the learning process. And the principal’s commitment to get each one of his students an e-reader in order to avoid discrepancies amongst his students is even more admirable. Looking in from the outside, it seems that Clearwater High is on a thin line right now—on one side is brilliance and innovation in the education world and on the other is utter failure. No matter which side the school’s experiment ends, I believe that it shows a definite dedication to the school’s students, their learning, and the future of education.

Reflection:
I am torn regarding how I would feel about using an e-reader in my Language Arts classroom. Personally, I like the feel of a book in my hands—the ability to run my finger across the paper, mark the edges, grab each page and begin to lift it before I am truly ready to turn to the next. But that is my bias, my preference—and most likely, not that of my students. From the perspective of a student, I would not like the move to e-readers. From that of a teacher—I like the move, if my students do and if it will motivate them to learn. Furthermore, I admire Clearwater’s principal for the risk he is taking in order to engage and reach his students. I think using technology such as e-readers has enormous potential for our students, and I believe that an understanding of these tools will be essential for their success in the future. But the application that allows students to listen, rather than actually read the text scares me. As a language arts teacher, the ability to read and comprehend material is priceless; and if students can just listen and get by without reading are we, as educators, doing a disservice to them?