Technology in the Classroom: Tools for Building Stronger Communities and Better Citizens

Kappa Delta Pi Record, Winter 2004 by Braun, Joseph A Jr

When used properly, technology can be a powerful instructional tool in teaching students about democracy, civic responsibility, and a sense of community.

Thomas Jefferson (1820) knew the importance of giving people power through education as a way to keep the constitution, the framework for our democracy, in place:

I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education. This is the true corrective of abuses of constitutional power.

Though he didn't have technology in mind, it seems to me that Jefferson's notion of informing citizens' discretion through education to avoid abuses of constitutional power is an even more pressing societal need in the Information Age. Commenting more directly on the importance of people being informed about the use and potential abuses of technology as part of their citizenship education, political scientist Benjamin Barber (1995, 271) pointed out: "computer literacy has become as important as language literacy and numeracy in the job market, and is likely to be vital to civic literacy as well." Barber (1995) further noted that technology can as easily become an instrument of repression as of liberation.

Instead of a bane to the future of democratic living in the United States, technology could be a tool to build democratic understanding and ways of living. Using techniques described here, which focus on three democratic principles, classroom teachers can incorporate technology as an instructional tool while at the same time furthering goals of the schools' civic mission: the preparation of the next generation of citizens. The first principle considers specific tools, such as search engines and databases, which can play a vital role in helping students become informed citizens. Resources are described in the second principle, which addresses questions of technology and freedoms of speech, privacy, and the right to assemble. Finally, the role of moral education and resources for service learning are the focus of the third principle.

Principle One: An Informed Citizenry

Jefferson's quote is a solid foundation on which to build the idea that students must be informed to function effectively in a democratic way of life and that the purpose of schools in our society is to help students become informed and active citizens. In its relatively brief lifetime, the Internet has become a huge repository of information and ideas. In fact, there is so much information available that students can soon become overwhelmed or, worse yet, completely duped by Web sites that speciously appear to be accurate and honest sources (Braun 1997). Thus, one of the foremost tasks of teachers is to help students hone their skills to" successfully search for useful information on the Internet.

It makes sense, and sounds simple enough, but learning how to effectively use Internet search engines and generate a meaningful search query does take an investment of time. Internet guru Jamie McKenzie (2000) has written extensively on this topic and is an excellent resource for those who want to further their questioning skills, particularly in relation to technology. To become familiar with search engine features and use of commands requires perhaps 30-60 minutes. Of course, an experienced colleague can help shorten that learning time by providing tutoring.

A search directory is a database of Internet resources organized into subject categories. Most often these are Web pages, but newsgroups or other files placed on a Web server also can be accessed. These Internet resources come to the attention of a search directory in one of three ways: submitted by their creators, selected by evaluators, or picked by computers that constantly surf the Web. Search directories all provide a structured hierarchy of categories listed by general topics. Under each category are subcategories divided into increasingly more specific topics until links to appropriate Web pages are listed. The best-known and largest search directory is Yahoo (www.yahoo.com). Google (www.google.com) and Alta Vista (www.altavista.com) are other popular engines. Van Horn (2003) recently described a search engine designed exclusively for teachers at all grade levels: the Gateway (www.thegateway.org) is a database of quality lesson plans, curriculum units, and resources available on the Internet. According to Van Horn (2003), while this engine yields a smaller number of links, they are all education-related, which could save teachers valuable time as they search for materials and ideas.

You don't need to be an expert on all search engines but should always employ two or more search engines to make sure that nothing is overlooked. Reading the Help section of each search engine for specific search options is part of the initial time investment. An axiom of good searching means modifying and conducting the search using different descriptors or even a different engine. In other words, good research involves more than a one-shot search for possible sources of information. Using Bookmarks in Netscape (Favorites, if you use Explorer) is another key element in smart searching, because it allows you to keep your own catalogue of worthwhile sites. Becoming familiar with features, such as folders that organize Bookmarks into categories, takes a little time, but is well worth it when you want to return to those great sites in a hurry.