Members of Pamplin Media Group’s Student Writers Advisory Group — better known as SWAG — came together to offer their unique high school perspectives on the role of technology in schools. Specifically, can schools lead on technological advancement or are they doomed to fall behind?
SWAG is made up of representatives from Wilsonville, West Linn, Lake Oswego and Lakeridge high schools. SWAG pieces are published monthly in the Wilsonville Spokesman, West Linn Tidings and Lake Oswego Review.
Balancing technology and human connection
At this point in the digital age, when people have started walking around town with virtual reality headsets on and massive 366-feet-tall LED orbs blink at you while you’re driving home from work, technological advancement isn’t just a luxury — it’s become a necessity.
As society marches towards an era defined by new thresholds of innovation, the role of education becomes more and more questionable. Many wonder whether schools are doomed to fall behind with the likes of ChatGPT on every student’s smartphone, or if the education system can grab technology by the horns and become the center of advancement.
I believe that schools have the perfect opportunity to harness the power of technology and revolutionize aspects of teaching and learning experiences.
First, schools can utilize technological advancements to better personalize learning in ways never before seen. Adaptive learning platforms can tailor and adjust instructions to best suit the individual needs and learning styles of each student. By providing adaptive feedback, these systems could possibly empower educators to address gaps in a student’s understanding and shape the academic growth of each student most effectively.
I also feel like virtual reality and augmented reality technology has immense potential in the academic environment. The power of VR could enhance the engagement of students and fully immerse them in learning environments.
Imagine going to your AP United States history class and being transported to the likes of a historical landmark and monumental event. In your biology class, you could dissect complex biological systems and enter the microscopic world of cellular respiration — even journeying to faraway planets, all from the confines of your classroom.
The potential for resource sustainability is also huge, as with VR, teachers may not require funding for educational materials like Bunsen burners or test tubes for chemistry when there are fully interactive ones through VR. By introducing innovative opportunities and mixing traditional education with experiential learning, schools can ignite curiosity, inspire exploration and push for deeper engagement with the subject matter rather than using boring slideshows and lectures.
These are only a few aspects that may become possible if schools were to utilize technology at its current peak. However, harnessing the potential of technology in education requires more than just buying cutting-edge tools, it demands a shift in mindset. Schools have to prioritize the student-teacher relationship, as well as foster a culture of experimentation and risk-taking where failure is embraced as an opportunity for growth.
I also believe it’s extremely important we don’t lose the human connection between educators and students or students among themselves.
While technology holds immense promise for education, it’s crucial not to overlook the fundamental role of schools in fostering social learning. It could be argued that school is important because of social communication and work ethic, rather than simply learning information from a multitude of classes. Reflecting on this, we students probably only retain around 10 to 20 percent of the information we’re taught throughout high school. Schools serve as more than just venues for academics; they are communities where students learn to navigate social dynamics, develop communication skills and create empathy and cooperation.
Teachers too are more than just conveyors of knowledge. They serve as mentors, guides and role models; people who have experienced the world and are experts in their fields.
While it is possible that their teaching roles could be replaced by technology, the teacher relationships and qualities that are essential for creating a supportive and nurturing learning environment cannot be. I do not believe that an education system overpowered by the likes of technology will be successful — rather that there needs to be a balance. While technology can recreate social learning experiences, it cannot replace the unique interactions that occur in face-to-face settings.
To truly utilize technology schools must prioritize creating environments that foster collaboration while also embracing technology as a tool to enhance teaching and learning experiences. By doing so, I believe that schools can position themselves at the forefront of innovation, preparing students not only for academic success but also for the technological world that they’ll meet beyond school.
Kai Donohue
AI on: The issue of AI
There is no doubt that along with the advancement of AI come new learning opportunities for students.
Schools have already begun to take advantage of the new technology, providing classes for students to learn how it works. Although the technology was introduced just last year, Lake Oswego High School has already developed a class called “Intro to AI.”
Despite this, schools are still easily capable of falling behind when it comes to misuse of this technology. AI may advance faster than the administrators can make rules. The presence of AI has raised the stakes as it becomes more challenging to control and anticipate how it will be used.
It is difficult to know how to solve this, simply because schools haven’t encountered a technology quite like AI before. So, how about we ask AI itself?
Prompt: Are schools doomed to fall behind when making rules to stop AI?
ChatGPT: The question of whether schools are doomed to fall behind in making rules to regulate AI is complex and multifaceted. AI is a rapidly evolving field, and it can be challenging for educational systems to keep up with the latest developments. This is partly due to the time it takes to develop and implement a new curriculum and the need for educators to update their knowledge and skills continuously. It will require a concerted effort from multiple stakeholders, including educators, policymakers, and industry leaders, to ensure that AI is used ethically and responsibly in educational settings.
I have to say that AI is spot on. Admittedly, student use is unpredictable, which makes it difficult to anticipate what rules to make. It is going to take more than enforcing rules and creating consequences for misuse. To avoid falling behind, it’s going to require effort from individuals beyond the school administration. While it’s hard to know what these efforts and rules will look like, I do believe that they will be made. While it’s hard to predict what these efforts and rules will look like, I do believe that schools will eventually learn how to coexist with AI.
Emma Wadley
To prepare students for tomorrow, encourage exploration today
When I go to school, I sometimes think of the phrase, “You’re here in preparation for a job that doesn’t exist yet.”
If the goal of education is to prepare students for a future that doesn’t yet exist, will schools always fail? I’m not sure how true that perception is, but watching how rapidly the world is changing and how daunting it is to approach new technologies on my own, it is hard not to feel some apprehension.
Nevertheless, despite the challenge, schools are in a unique position to be at the center of technological advancement and experimentation.
People already look to the youngest generations to predict the “trends of tomorrow.” Generally, children and teens are much more adept than adults at picking up on new technologies. This insight makes schools a natural proving ground for new technologies that may be used and advanced by students — if youth are the future, the future of technology will be driven by our knowledge. For example, since I was in elementary school, an increasing number of schools have acquired 3-D printers and are using them to pique students’ interest in coding, engineering and design.
Taking this principle further, for schools to use their unique position to truly stay on top of — or actually drive forward — technological advancement, they may need to look to their students for clues.
Giving all students an early start in learning about developing technologies and opportunities to experiment with new technologies may foster an interest in STEM among a more diverse group of students. This would create a bigger pool in the next generation of people working to advance technology.
Schools do already provide pathways to encourage students to pursue technological experimentation. At my high school, there are several Career and Technical Education (CTE) pathways that focus on technology, including computer programming, digital arts and engineering technology. I think the school district-wide choice to support these programs signals some thoughtfulness around the skills students will be expected to know in the future.
In my computer science class, our teacher talked to us about philosophies around AI in education, including how ChatGPT can both be used as a tool and take away from our learning. AI is talked about in every classroom. At the bottom of syllabi, paragraphs about AI usage appear. Teachers hesitantly monologue about how they are still learning about the technology and give us their own warning about whether or not to use it (differing widely from class to class).
Schools are places where some of the most salient conversations about AI are happening and education is an area where advancements in generative AI have had the greatest impact. Still, I have a sense that everyone — from my high school to some of the world’s biggest institutions — is unsure how to approach these new technologies, especially as they change so rapidly.
And, in reality, schools are often slow to adopt change and cannot afford the latest and greatest technology. The Chromebooks that are currently offered to students in most school districts can’t run high-powered applications.
In addition to a lack of equipment, there is a lack of teachers who are qualified to teach advanced STEM courses. One possible solution is for schools to build partnerships with the local technology industry. Working professionals could be “loaned” by their companies to visit schools to supplement the curriculum and provide students with insights into real-world experiences and opportunities. For example, some engineering companies encourage their employees to volunteer as robotics team coaches and science fair judges. This type of involvement could be expanded to allow a greater range of students to gain exposure to people working in STEM.
Foundationally, schools may also need to put more emphasis on showing students the value of sticking with math and science. Compared with many other technologically advanced countries, American students have relatively poor math and science scores and a lack of interest in learning higher math and science concepts. We should consider how to get students excited about STEM starting at younger ages, and high schools should offer dynamic classes in applied math and science that demonstrate how math and science are relevant to accessing careers that will drive the future. I used to roll my eyes when people would say, “Everyone should learn to code” or “Learning to code is learning to think,” now I can’t help but agree.
In a future based on knowledge and technology, I think everyone should have access to tools that will be essential to communicating and creating the future, just as English and math classes are considered core to curriculums today.
If schools want to be at the center of technological advancement and experimentation (or at least try) they must do their best to provide students with more access, choices and resources to explore.
Annamika Konkola
Educating for the future
Local high schools have built positive reputations around the pledge of building bright futures for tomorrow’s great thinkers. Wilsonville High School (WHS) is one of many that fosters exceptional academic achievement while prioritizing critical thinking and an education that prepares students for college or a career after high school.
Educational leaders strive to increase the quality of learning and create communities where people chase inquiry. Technology plays a significant role in attaining this goal, but the world of tech has evolved rapidly, especially over the past few years. Students and teachers must regularly adapt to new networks and programs. Based on this reality, some wonder if today’s classroom education can keep up with technological developments.
Tech education begins with administrators; districts offer “renewal” courses that equip teachers with software-based tools for classroom management and how to use technology effectively. New hardware like Chromebooks, iPads and even phones can benefit schools and learning on several levels.
Technology has helped bridge connections within the school and community by promoting innovation and exhibiting learning through creative, collaborative and unique formats.
“Like technology’s impact in the business world, we believe technology can be a key piece to the realization of a new teaching and learning environment that will provide another means for educational experiences to be deepened and enlivened,” the WHS District website reads.
Schools help students access technology that may not otherwise be available. For example, enrolled students at WHS receive personal email addresses and rent Chromebooks, which often require students to learn basic technical or coding skills.
Platforms like Google Classroom, citation makers and databases offer students options when completing online assignments, citing sources and conducting research.
During the first year of the COVID-19 pandemic, quarantine required that learning be virtual, which forced students and educators alike to develop broader technological skills. For three years, people lived vicariously through the world of technology, normalizing a constant reliance on AI and our phones. During the pandemic especially, teenage mental health greatly setback adolescent development, supported by a statistic recorded by Ralph Ellis, that displays a skyrocket to 52% in teen screen usage. The world began thinking as if life online would fulfill brain development, communal needs and mental stability more efficiently and effectively than face-to-face learning and communication.
Now back in person, schools have developed additional courses teaching students how to approach technology efficiently and ethically.
Sophomore at WHS, Luke Carli expressed this sentiment, “Computers make work much easier as you can store lots of information in one small space. I think technology is a tool in school because, without computers and other devices, we couldn’t provide classes like Digital Arts.”
Wilsonville offers multiple electives, including digital arts, computer programming and AP computer science, along with a CTE program to prepare students with vital career and technical skills.
Still, schools need help to fully keep up with the latest technology. At both the district and state levels, administrators work with many people to write short and long-term ‘improvement’ plans for educational success.
One of these advisory groups is the Long Range Planning Committee (LRPC). Communicating with both school boards and school districts, the LRPC gives input on future planning, including some related to technology’s impact on schools.
Technological skills are necessary for resume building, job and college applications, transcripts and profiles — giving high schoolers these skills before graduation is essential.
When asked about the impact technology has on students’ preparedness, sophomore Alyssa Hurley described it as a “prerequisite to college,” implying the importance of technology.
The challenge remains: How do schools navigate using technology as a tool without letting it become an obstacle or inhibitor to authentic learning?
WHS sophomore Avery Underhill said, “High school has taught us to use technology in a respectful manner.” With the proper teaching and practice, technology can support the evolution of education and prepare students for the future.
Avery Eckley
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