By Kristen Hauck
In the ongoing race to “add value” and find new uses for digital media, many have turned an eye to education. Business and innovation magazine Fast Company reports on the growing presence of e-books, audio books, and unusual new applications of technology in classrooms throughout the U.S
(http://www.fastcompany.com/3049702/tech-forecast/were-spending-10-billion-on-kids-classroom-technology-but-does-it-help-them-le?et_mid). Several companies in particular are mentioned:
- Booktrack, which creates customized soundtracks for e-books and has launched an educational version, Booktrack Classroom
- MeeGenius, a service providing e-book subscriptions for young readers
- RRKidz, and well-known literacy program Reading Rainbow, which has recently launched the Skybrary app connecting young readers with e-books and related media
- Learn with Homer, a “learn to read” app targeting children ages 3-8
- Google Classroom, a versatile paperless tool allowing teachers to post and grade assignments and interact with students
As noted in the article, schools are spending in excess of $10 billion to implement these products and many more into the curriculum. There’s some question, however, as to whether these really enhance the learning experience, or are merely a lot of bells and whistles that don’t translate to higher grades or better graduation rates. Is it necessary to replace standard textbooks with e-books and require students to spend even more time staring at screens that they already do? Is the reading experience one that really needs to be transformed, or are we depriving kids of the ability to enjoy the simple pleasure of reading a book? Is this a desperate (and outrageously expensive) attempt to grab students’ attentions away from their texts, Vines, and Snapchats?
Opinions vary widely, and if schools are to publishers and distributors little more than a marketplace, it falls to educators to be discerning and make thoughtful decisions about just which technologies to implement. The Fast Company article particularly questions the value of Booktrack and its mix of music and ambient sounds to complement the events and themes of a book, or of a student’s own creative writing (a reader may hear a running river when a scene in a story is set near a river, for example). Some new innovations undoubtedly enhance learning and more importantly give students greater access to reading materials, and most are backed by statistics to support their claims of demonstrable results. Learn with Homer’s website boasts, “Proven to Boost Scores up to 74%,” based on research from Harvard and Stanford Universities. And the Booktrack website’s “For Schools” section cites data from researchers at NYU and The University of Auckland asserting that reading with a soundtrack demonstrably increases student engagement and comprehension (if “engagement” is truly something that can be given a number value). In contrast, the CEO of BrightBytes, a research firm that studies which educational tools have an actual impact on learning, is quoted as saying that most of the multi-billion dollar investment in e-books and related applications has no direct impact on outcomes in the classroom.
It would be interesting to get students’ perspectives on these tools. The article’s slightly curmudgeonly writer yearns to hear T.S. Eliot’s poetry uncorrupted by musical accompaniment; teachers and parents are quoted remarking on children and teenagers, their attention spans, and their almost symbiotic reliance on electronic devices; and statistics are mentioned to support the notion of improved learning outcomes as a result of these new technologies, but these opinions and findings strike me as disconnected from the actual day-to-day experience of learning. Does setting the mood by adding the sound of ocean waves to Moby Dick truly make the text more engaging and easier to understand, or is it simply a fun distraction, a spoonful of sugar that makes the task more palatable? Will the words on the page, standing alone, ever be enough again?