Jen’s Blog

“Scene: It is deep in the past, schools are using chalk and slates, stylus and tablets, chisels and granite. Suddenly a new technology appears, the Pencil!” (Unknown Author, n.d.)
The above excerpt is from “A Fairy Story – Pencils Across the Curriculum”. This piece of humorous, creative writing describes the introduction of the pencil to schools and the way that two schools approach the introduction of this new technology. While the piece of writing is fictional, it serves as a wonderful allegory for the introduction of computer technology in to many schools across NSW.
School A takes the traditional approach to introducing technology: specialist teachers are employed, the pencils are kept in a single room and protected with bars and security, signs are erected to let the community know that this school has pencils (yet they never seem to be used) and pencils could not be used outside ‘Pencil Studies’ subjects. The pencils were never used in other subjects, keeping them in the ‘dark ages’ still using slates and chisels.
School B takes an innovative approach to the use of this technology and devises “The Pencils Across the Curriculum Plan”. Pencils were lent to teachers and were placed in each staffroom and teachers undertook pencil courses. Pencils were even placed in the library for anyone to use. Soon teachers incorporated pencils into their classrooms and wondered how we ever lived without them.
While this article seems ridiculous on the surface, the message it sends is quite clear. If we were to replace ‘pencils’ with ‘computers’ in the article, it would paint a disturbing picture of many schools today. Many schools employ specialist computer teachers to give students exposure to computers, yet they are rarely used in the general classroom despite the benefits they afford. While, in my experience, many schools are beginning to employ a similar approach to School B, there is still a long way to go.
Teachers may want to use this technology yet it is not always possible. Many schools do not have funds available to put adequate numbers of computers in the classroom, resulting in technology being used sporadically and only in some curriculum areas. For ‘Computers Across the Curriculum’ to occur, classrooms need to be re-thought. Rooms need to be larger and more computers need to be available (at least 1 computer between 2 or 3 children). This will take time and greater support.

Reference: Unknown

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