CET 726 Final: Summer 2007
Submitted by Lori Fox, Sue Mullin, Lori Rook
July 5, 2007
The Paperless
Community of Education
What would a
paperless school look like? Is it even possible? If the copy machine were gone,
a definite change in the nature of instruction would have to occur. Technology
would have to be in place in the form of a laptop computer for each student or
a PDA because access would be vital. The technology would also have to work a
vast majority of the time. Teachers and students would be totally dependent on
the Internet, textbooks on CD, and other technology resources. As educators in the 21st century we are
teaching in an era where technology is providing us with new tools and ever
changing opportunities for learning in the classroom. Technology has also been found to be a tool that provides
motivation for students to keep them engaged in learning.
The tools are available for the community of
education to go paperless.
Information, activities and texts are available on line with the
availability of continuous updates.
Assignments can be completed using various programs such as power point,
word, imovie, etc. A system for
turning in this work must be developed and in place, such as a drop box on the
server which only the teacher can access and then a way for students to
retrieve their work. Otherwise, if students or the teachers print the
electronic worksheets, presentations, etc. the system is no longer paperless.
In our school district we have drop boxes that students can deliver their
assignments. Other instructors are
using web resources such as WebCT , Quia, etc. Assignments as well as tests are administered using these
tools. Our District could lead the
way right now in a paperless environment by handing each teacher a DVD of the
staff handbook, policies, standards, etc. Huge amounts of paper are used to
print. Paperless tools are available, but getting all to use them for a
paperless school is another story.
One specific tool that has been developed around
the idea of inquiry-based learning and technology is the exploration and
designing of WebQuests. As defined
by Lacina (2007) a WebQuest is an inquiry-based technology activity in which most,
or all, of the information used by the learners is drawn from the Web. Teachers like WebQuests since their
design is based on a constructivist philosophy, and because cooperative
learning and scaffolding of instruction are two of its essential components. In Lacina's (2007) article she lists
the five essential components of a Webquest to be: the introduction, the task,
the resources, the process and the evaluation. More and more we are learning that students learning is more
successful when they are collaborating with others. Through the use of this tool we could begin to move away
from the traditional teaching style that was based on a textbook. One of the things that may be a
drawback to a complete move to teaching without a textbook would be the time
that would be involved with either finding a WebQuest that has already been
developed that will fit in with the content standards that we are needing to
meet. If a WebQuest is not
available that will work in our classroom then we would need to create a
WebQuest to use with our students.
The creation of a WebQuest would take a considerable amount of time both
in the research and compiling aspect of the lesson. Another obstacle that we may face is the availability of
computers so that students can access and complete the WebQuest.
Another paperless technology tool is
e-books. In her article, Paperless
Learning, Standen (2006) reports that physics and chemistry classes are turning
to what could be called e-books which companies are developing as full,
course-long, computer-based text "books" that require little more
than access to a computer and, in some cases, regular Internet access. The digital format allows students to
interact with the material, conduct computer-based experiments, and move at
their own speed. The digital
textbooks even automate homework, saving hours of grading time.
The benefits of going paperless extend past the
teacher and students in the classroom to the parents and community. A
comprehensive Technology College of 1,600 pupils in Kent found benefits for
students, teachers and parents.
First, the students have reported that they are more motivated when they
are learning in this environment.
They have flexibility in when and where they access information and have
more control over how and when they work. They are able to reach beyond the
classroom and develop independent learning skills. If students are absent they
can continue their learning from home. They can eliminate excuses such as ÒI
forgot it, I lost it or the dog ate it.Ó. Extra support is provided outside
normal school hours. Additional work can be given to students who are falling
behind and need to catch up in some way.
Next, the teachers have found it actually saves time in the longer run
by creating content that can be saved and reused and sharing lesson plans. They
can track studentsÕ results and reduce the amount of correcting they have to
do. It also allows teachers to
develop curriculum, find resources, and plan their lessons, The tools allow
teachers to set up the assignments to be corrected and managed both online and
offline. It also allows them to
set work according to the individual abilities and needs of their students.
Finally we have the parents and community who seem to be more involved in the
learning process. Parents are able
to communicate quickly and easily and are able to keep in touch with the school
as well as participate in their childÕs learning. Other members of the community have a means to become
involved with the school community.
The web allows these people to communicate and be involved in the
education process from almost anywhere in the world. (Harris, 2004)
The misgivings about going paperless are a
result of our experiences using technology. If something always goes ÒwrongÓ when you try to use
technology you tend to be skeptical in using it. Farhad Jadali, Ph.D., an
assistant professor in the Department of Industrial Technology at the
University of Arkansas, uses diskettes to administer tests and quizzes because
it is more reliable and available. (Oct. 1999) Teachers tend to teach the way they were taught and are more
comfortable doing so. Training teacher so they feel comfortable using paperless
tools is key to the successful implementation of these technology tools. Teachers have many demands placed upon
them and find it difficult to find the time to search for tools that may make
their life easier. Availability of
tools is another deterrent in using them.
In order for a school to go paperless, each student would need to have
access to a laptop or some personal computing device. Sharing limits the time of availability to each
student. The age and
experience of the students will also effect a teacherÕs decision to use
technology instead of paper. The
younger the student, the harder it is for them to successfully search the web
for appropriate sources to use.
While teachers wouldn't be spending time at the
copier, they would need staff development and planning time with support
available to search for or develop learning activities for the students to
access and/or download to their machine in order to work. At first in many
cases, these activities would most likely be similar to a worksheet (an
electronic worksheet with hyperlinks) rather than a WebQuest, PowerPoint or
other similar activity.
Continuous staff development, support, and
mentoring (perhaps counseling?) would be necessary for all staff to make the
adjustment to a paperless environment. There would be a great deal of resistance
at first because all of the staff has grown up through an educational system
that relied on paper, textbooks, etc. and are consequently
"paper-trained." Even reading a text on-line could cause difficulties
and challenges for staff, as well as, students. Another issue would be students
and staff with vision difficulties. Going paperless, inherently makes the
assumptions that students will do their reading and working on the computer or
PDA. What about students with special needs or handicaps?
According to Harris (2004) in order for a
Òpaperless schoolÓ to be successful, teachers need to be able to evaluate the
tools to determine if they can be incorporated into the curriculum of their
school. They will need to learn
new skills to incorporate these tools in their teaching and to create online
content and tutoring techniques as well as learn how to moderate online
discussions. All staff including
support staff and librarians need to be included in training. Teachers need to be able to count on
reliable technical staff for assistance.
When all people within a school community are knowledgeable about the
tools being used it will help to maintain a sense of continuity. Having a plan and beginning small helps
to make everyone comfortable with any changes that need to be incorporated. Changes in teaching style may need to
be made. The activities that are
available for teachers to use expand the learning of the students and the
capabilities of the teachers.
Many teachers think about making their lessons more Òreal-lifeÓ but have felt less than motivated with
all the other demands on their time and requirements of meeting standards. As teachers become more familiar with
the tools to help them, the changes will come as well. As long as the students
are learning and there is significant progress, the paperless school will
continue to grow.
References:
Farhad, Jadali, (1999)
Tech directions, Prakken Publications, Inc.
Retrieved June 28, 2007 from http://proquest.umi.com/pqd
web?did=47157242&sid=1&Fmt=4&clientId=188
Harris, Michael, (2004), What research says about virtual learning
environments in teaching and learning,
Becta ITC Research
Network Inc., Retrieved
June 28, 2007 from http://publica
tions.becta.org.uk/display.cfm?resID=25797
Lacina, Jan, (2007). Inquiry-based learning and technology:
Designing and exploring webquests. Childhood
Education.
Retrieved on June 29, 2007 from http://proquest.umi.com/
pqdweb?did=1275350681&sid=2&Fmt=3&clientld=25658&R
Standen, Amy, (2006) Paperless learning. Edutopia.org: The
George
Lucas Education Foundation. Retrieved on June 29, 2007 from
http://www.edutopia.org/node/2852