Technology Counts: Digital Decade

The introduction to the issue of technology counts reminded me of an ongoing debate in English 307. During many of our classes, we have discussed requiring the use of technology in our classes and the problem of some students not having access to technology. For instance the author of the article states, “But fears ran high that America’s schools—particularly disadvantaged ones on the wrong side of the ‘digital divide’—were being left behind.” As teachers, we know that some districts in which we work will not have the technology that young individuals will need to compete in the global community.

However, I found a lot of parallels between Friedman’s book and this report. The first connection that I observed is that “Amid fears that U.S. prospects in the global economy may be dimming, the mathematical, scientific, and technological skills of young Americans have become a leading concern of policy leaders nationally.” This quotation connects directly to Friedman’s discussion of how American students will have to compete with other students around the world for jobs. Furthermore, this quotation also illustrates that our students are not exploring careers in technology, math and science; they are not being informed about what jobs will be out there after they finish their education. Also, “ 21st-century digital literacy must hinge not on the superficial fluency with technology that many students exhibit in their off hours, but on proficiency in such skills as effectively sifting through a glut of electronic information and producing creative work that will be valued highly in the global marketplace.”

This report not only illustrates the concerns with technology that we have discussed in class, but it also shows that the understanding and mastery of technology is essential for the survival of our future students.