Missing the point – five myths about laptops in Maine

Strange how quickly a good idea can be turned into something else. In the two years since Gov. King made the original laptop proposal and in the year since the Maine Legislature established the Maine Learning Technology Endowment, this project has become a lightning rod for a myriad of issues, most of which have nothing to do with its goals. It’s time to get back on track, returning the conversation to where it should be – on equal opportunities for all students, high expectations for learning, and expert teachers who will make this work.

Every once in a great while, an idea comes along that is both brilliant and do-able. Such is the plan to equip all seventh- and eighth- grade students and their teachers with laptop computers, allowing them, in one tremendous opportunity, to move into learning in the 21st century. We do not hold to the quaint notion that “The Way Life Should Be” in Maine will be irrevocably harmed by “going modern.” If we want Maine to maintain some of the old values – self-reliance, hard work, and common sense – we must give our kids the tools they need to survive and thrive in today’s world. As residents, parents, and educators, we strongly support the laptop initiative and urge you to seriously consider the opportunities that it affords Maine youth.

We also want to address some misinformation about the laptop initiative that is making its way around the state, assuming “mythic” status with each repetition. These myths are based on a myopic view of learning and the role of schools, and they grossly undervalue young adolescent learners and their teachers.

Myth No. 1 – The laptop initiative is a technology initiative.

If it were only about placing more computers in schools, the hue and cry would be much less. The project is first and foremost a curriculum initiative. It isn’t simply about technology. It isn’t about computer literacy. It isn’t about teaching kids how to type. It is about LEARNING, using laptops as tools that allow students in Madawaska, Mexico, Meddybemps and everywhere in between to have access to resources, the means to communicate with others anywhere in the world, and the power to use this information. Imagine students in Kittery, connected through their laptops, participating in a discussion with an anthropologist in Australia. Or visualize groups of students in Rockland, Southwest Harbor and Lubec gathering water samples, then analyzing and using their data to help local fishermen.

Myth No. 2 – Middle school kids aren’t responsible enough! They will access adult Web sites, download music, spend all day e-mailing their friends and break their laptops regularly.

Frankly, we are appalled at the low regard that some accord young adolescents. Give these kids the credit they deserve. Over and over, research suggests young adolescents want adults to have high expectations for them. They want opportunities to display their competence and skills. And, they want to make meaningful contributions to their schools, towns and society. Besides, adults do spill coffee on their keyboards, lose their Palm Pilots and drop their cell phones. Should we take their laptops away? Let’s not project irresponsible behavior on 10- to 14-year-olds where it does not exist.

Myth No. 3 – Computers aren’t necessary for kids to learn. Why do kids need expensive toys when they already have calculators and lots of stuff we never had in school?

This falls under the old adage, “I never had any new-fangled equipment when I was in school and look how I turned out.” In a world where the rate and pace of change is sometimes overwhelming, why do we continue to think that what worked for schools in 1920 or 1970 is still workable in 2002? The issue is not that kids need to learn to use computers to get a job. Rather, the point is that computers allow students to have equal access to the same information and an engaging way to communicate what they learn. It is ironic that while we give lip service to the ideal that schools prepare students for the future, some resist the very tools that will allow them to be prepared.

Myth 4 – Kids already know more about computers than teachers.

Some kids know lots more about technology than their teachers, but many students know less. Teachers and students will now work together, sharing a tool in teaching and learning. There is no doubt that laptops will make teachers’ lives easier and more difficult. At the heart of the initiative is a comprehensive professional development plan that will prepare those teachers who are not ready. Maine teachers demonstrate repeatedly that they provide high-quality instruction, and that won’t change as they prepare to integrate technology.

Myth No. 5 – Kids don’t need more computers.

While computer labs have allowed schools to introduce technology to large numbers of students, having a computer lab down the hall or a computer or two in every classroom is not the same as a class where each student has his/her own computer. How many adults share computers? How many adults have to sign up ahead of time to “reserve” a one -hour computer slot in their businesses?

You will probably hear more myths in the next few weeks. But let’s put the focus of the laptop initiative back where it belongs- in the best interests of students. And, let’s call it what it really is – a once-in-a-lifetime opportunity for Maine schools and citizens.

Ed Brazee is professor of middle-level education at the University of Maine. This op-ed was also signed by the following faculty members and technology staff who serve on a UMaine College of Education and Human Development committee working to prepare Maine teachers and schools for the laptop initiative: Jim Chiavacci, Gail Garthwait, Wayne Garthwait, Eric Pandiscio, James Verrill, Lynne Walsh and Herman Weller.