Anti-Intellectualism

On the first day of kindergarten I entered the school building with a packed backpack ready for discovery. As the day proceeded, the center of attention was on the white board or papers and pencils at our desks; the rest of the year followed suit. If the power went out, class could still go on; such is not the case in most schools anymore. Technology, which has led to many discoveries and is very prominent in the education system, must be utilized correctly to further youth education. Technology has its place in education; however, educators must use technology as a learning tool to enhance student success and to boost intellectualism instead of using it to “babysit” or entertain.

Intellectualism and anti-intellectualism is difficult to define because everyone has their own opinion and reasoning behind their claims. We all try to think intellectually about our claim, but there is always at least one person who will find a hole in the argument. Intellectualism, the learning process of learning for the sake of learning and discovery, is a growing concern in the education system; many questions arise as to how it should be handled. People should be living for technology rather than living off of it. In many education systems, educators train their students to live off of technology which is clearly not the goal of intellectualism or the education system.

The term technology has a broad definition when used in the 21st century. Deb Rohrer, middle school music teacher, defines technology as “anything that has made advancements in the ease of connecting with communication in our world.” Everywhere we look we see technology, computer programs, and Internet applications in action. The platform of youth education is being transformed because of technology (Bers 21). Classrooms are focused on Smart Boards or iPads, whereas in the past, classrooms were focused on white boards; therefore, the standards of education must change.Education has expanded within the last 30 years due to the large role computers have played (Bers 202). In 2011, approximately 87% of youth between ages 12 and 17 used the Internet (Jackson et al. 228). With a technology packed education system, educators must keep their eyes on the goals set for the betterment of our youth and their education to boost intellectualism rather than inhibit it.

Technology in the classroom can be analyzed by looking at the six parts of a paper and pencil, given as a metaphor by WeiQian, includingthe paper (students), lead tip (leaders), exposed wood (researchers), yellow wood (educators), metal connector (parents), and eraser (negative people), which play an important role in classroom technology and affect the final goal: the proper education of our youth to boost intellectualism. Because students are the main focus of education when considering technology effects and involvement, the two primary factors of the machine, the paper and the No. 2 yellow pencilwill be analyzed (WeiQian).

The blank paper, symbolizing students looking for discovery, is one of the largest components of the machine (WeiQian). With the evolution of technology, education standards must meet the new demands of the students. Bers claims, “…the goal of promoting technological fluency is not enough when we think about children’s needs in our digital times” (14). Rohrer added to this claim when she stated most of the jobs her students will hold in the future do not presently exist, but will be created because of technology; therefore, educators need to teach students how to learn technology so they can do it on their own in the future which will motivate stimulation to intellectualism. AbiVanRegenmorter, elementary principle, reiterates students should be provided as many skills as possible to accomplish the basics so they can conquer their future job that is not yet created. Students in VanRegenmorter’s school are utilizing a computer-coding program where they are creating their own movements on webpages through codes they type in. These programs are opening doors for students to build their dream job around designing video games; their dream job becomes tangible through the exposure of technology at a young age. Her students, excited about the program although somewhat hesitant, see the future benefits and enjoy the academic challenges theprogram provides. Challenges are encountered when the context of the coding system is misunderstood, when trying to resolve the use of the wrong code, or when overcoming hesitant attitudes because there is a lack of exposure to a significant amount of technology (Schaffhauser). Students could not agree more with these claims because they prefer their learning be relevant to the society they interact in rather than concrete learning in the present school setting that restricts technology use (Spires 510).

Not all students are in the same situation; some students are fortunate enough to have multiple opportunities to experience technology integration into their education while others are still being held back.The opportunities for youth to get their hands on technology varies with many factors including public or private schools, the school budget, the state in which they reside, income level of their families, access to computers outside of school hours, and additional community programs which may be available to students. However, one must remember technology is not the only link to intellectualism;students who are not exposed to technology still have the ability to learn like students who are exposed to technology.Technology does not make one intellectual; some people even argue that technology can make a person anti-intellectual, but the addition of technology in our education can help to produce more intellectual thinking. If students want to research and create a 3D replica of an extinct shark on a computer program, they can do it on their own once they have the skills under their belts. Who knows, the student making this shark replica might find a lead to the cure for cancer. The teaching of these skills in some cases is what leads to the inhibiting of intellectualism because the skills need to be taught in the correct manner. If technology is not a part of education, this does not make one anti-intellectual.Intellectualism can occur in many different avenues of education;technology is one of those ways.One could have become educated without any technology and be on the same intellectual level as someone who uses technology regularly depending upon the use of learning tools. In the case of youth, the regular use of technology becomes an advantage; therefore, education should adapt and teach students how to nurture their intellectual longing through the use of technology. Technology aids in youth intellectualism.

One can tirelessly try to escape technology; however, it seems to creep into our lives inevitably.One example being my father who “hates” on technology, but then finds himself checking the markets online, receiving newsletters on my mother’s email, and viewing the news online. While sitting down to watch a news broadcast, he immediately becomes frustrated when a commercial appears and states, “It is a whole lot easier to check the news on that darn computer; you can filter what you want to see and you do not have to waste your time on these darn commercials.” When my father sits down to the computer, he explores much farther and deeper into current news than if he would only view the news on television. Students have the same mindset and experiences; they need instant gratification which they usually receive at home due to technology exposure. In an article featuring technology in her classroom, Rohrer sees a very distinct disconnect between her students’ education and their daily lives; she whole-heartedly believes the solution is technology (Wischmeyer). Children are used to instant technology at home where they excel, and then they come to school where boredom creeps in because they cannot have instant access and learning all the time; the transition between learning at home and learning in school is very difficult for them. Many claim technology is too prominent in the household settings, but research shows positive achievement in mathematics and science if exposure to computer technology takes place in the home (Jackson et al. 323). Increased and steady use of computer programs and Internet applications in the home setting proved positive results on standardized tests especially higher reading skills; those children who used technology often attained higher GPAs (Jackson et al. 324).The issue with technology occurs through the school system and the administering of technology. Instant gratification is not always available in education at school. If students’ adapted learning style is instant gratification, then educators should adapt to that style and give the students what they need to become a better learner. If students are provided what they want, technology in the classroom, they will be excited about learning if it is right there right now. It is difficult to have instant gratification with pencils and papers; the lag time is extreme compared to using documents, applications, and presentations on technological devices. This can be seen as a technology negative that has been instilled in youth, but technology is so ingrained in our lives, what else can we do with it besides embrace and utilize it? Society focuses on the benefits of technology rather than the negatives because we cannot eliminate technology. The realm of technology is so massive; however, “systematic research into the effects of Internet use on academic performance is sparse” (Jackson et al. 229). This makes identifying the negatives difficult which does not allow researchers to try to solve the problems, as well as trying to evaluate the success level of computer technology exposure in school systems where results have shown to be very inconclusive in all areas of study (Jackson et al. 236).

While filling out evaluations during my senior year of high school, many of my classmates recommended that our school implement a class called “Life Skills for the Real World: What we actually need to know to succeed.” This brought on a chuckle for me because I feel it is the parents’ job to educate a child about life skills. After looking more in-depth at this concept, I feel as if my class could blame our anti-intellectual feelings on the lack of using technology to enhance our learning during our education. In high school, we used technology to type papers and play games, not an efficient use of our resources at all. Instead of using our one-to-one computers to research, make presentations, dig deeper, or learn for the sake of learning, we used them to print clip art and watch videos.There must be discipline when using technology to ensure that it does not become an entertainment tool like it was in my high school. During my senior year in high school, I experienced a less than professional teacher who slacked at lesson planning; therefore, she would tell us to open our computers and journal on a word document about the weather if she forgot to plan a lesson for the day. She used the ease of technology to “babysit” us. The enhancement of technology should support educational learning instead of interfering with the learning (Wang et el. 39). Deb Rohrer completely agrees when she observes other classrooms where technology is there for fun; however, in her classroom, technology is used as an aid to conduct a deeper educational experience for her students. If it is not used properly and used to “babysit” or entertain, then it gives students a gateway to not think for themselves. Many of my classmates have experienced college and feel “challenged and behind” because we literally do not know how to use resources for our advantage or how to use Internet applications because we were not provided the opportunity to learn these skills.

Students feel as if their own personal academic success stems from the use of computer technology while at school; they convey that learning is more fun, and they are more willing to discover something new when they can get their hands on a piece of technology and become educated with it. My sister-in-law has expressed when she facilitates an assignment using a word document, the scores and the manner in which students apply themselves is a complete 360 compared to when she facilitates the assignment with a printed piece of paper. Her middle-school students become overly excited; this excitement causes stimulation to the brain which, in turn, provides more opportunities for thinking clearly. Even though there are distractions when using a word document versus a paper document, students still accomplish the task, many going above and beyond.

From using TI-84 calculators, which is practically a computer, in math classes, to using sensors in science lab, virtual maps on the Smart Board for history, and programs that automatically grade your writing for English class, technology is used when teaching in almost every subject in school. Computer technology has been integrated into everything; basically, technology is interconnected somehow in all subject areas, but basic computer class is still the favorite for students (Spires 511). When I was in high school, we would have never imagined listing computers as our favorite subject; it was always a toss-up between English, math, or science, the basic educational classes. However, during my high school education and similar to years past, students were taught to memorize, solve algebra problems, and regurgitate facts. Newly implemented education standards are targeting and enhancing problem-solving skills. Problem-solving skills are used when one inquires a job and becomes successful at their job. Students problem solve in computer class to create their own website mastering the skills of the web site creation, overcoming the challenges of codes, and constructing information in a way that is furthering their intellectualism by researching and providing more information to others.

Rohrer has no problem in admitting her students are smarter than she is. When faced with a problem, she will ask her class, “Who can fix this for me please?” This provides the students an opportunity to explore, problem solve, and discover new skills instead of using the help of the technology coordinator. The demands of the educational playing field have changed to integrate skills and engineer new programs; therefore, technology needs to change to meet these needs to ensure the paper, which represents the student, receives the correct education (Buske).

Re-envisioning a No. 2 yellow pencil, the largest and most important aspect is the yellow wood representing the educators; they are the solid foundation upon which technological education begins in order for students to become more intellectual. The teachers must be educated, implement the plan formulated by the researchers, assess the results, and make improvements to keep the machine working (WeiQian). There are specific strategies educators can implement to alleviate technological difficulty in the education systems. The first strategy: teachers must be educated continually on the subject of technology and its programs before they attempt to teach it. Another strategy to be implemented is the critical need for teachers to be aware of what students are interested in and suiting that need. If implemented technology is not working towards achieving a state specified standard, it is not doing any justice to implementation. Educators must support the implementation of technology and be able to survey the busy, exciting learning place; this is suggested by the third strategy. Educators should set goals to achieve and assess the progress along the way to manipulate what is and what is not working in order to boost intellectualism in their students (Wang et al. 39-40).

Technology in education is a “whole new ballgame.” Jill Grissom stated, “This type of teaching goes beyond the typical textbook lessons; kids that don’t necessarily shine can shine in something like this” (Buske). Rohrer adds to this thought while she sees students in her classroom who are not the typical straight A students become the ones who are most engaged and striving to achieve because they are using nontraditional learning skills to their advantage which is stimulating intellectualism. These students will be the ones who think above and beyond and explore for the sake of learning not because they are required to. Students in today’s world do not think the same way I did when I was becoming educated; therefore, everything needs to be re-evaluated (Wischmeyer). Technology is like a window where one can see the scenery on the other side and explore a new world through a different perspective of which leads to more advancements and society success.

Concerns arise with all issues in education; however, three major issues abound with understanding technology in education including developing suitable uses of technology, educating students, teachers, and parents to develop skills which utilize technology, and providing positive support and direction for advancements (Wang et al. 34). Technology is the tool to be implemented; resources must be employed differently, and goals must be tweaked to fit the tool (Leaning 238).

Using technology to our advantage to gain real world intellectual skills is a great conversation piece; one can learn a great deal in a little amount of time, and there are many factors to be debated. There are numerous factors continually playing important roles in technology as it develops; therefore, one must learn to adapt because technology is here to stay. Parents and teachers must become a team to further the education of our youth in the world today since our youth will be the drivers of society and emerge as the next great intellectual leaders. With our simple machine complete, one can see technology use in the classroom has to suit all the components and overcome many obstacles in order for technology to enhance education and intellectual learning instead of becoming a babysitter.

Works Cited

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