From the integration of technology in the classroom to more student-centered learning, teaching witnessed dramatic changes over the last several decades. Mr. Howard Ritz, 70, taught for 25 years, 11 of them at Legacy. He teaches Debate and Speech classes, and sees the drastic differences in teaching and learning over the years.
“[Technology] has allowed us to do everything on the internet now instead of paper copies,” Mr. Ritz said. “It makes it so much easier because we don’t have to carry around tubs of evidence [for debate tournaments]”
Though technology certainly creates easier processing for some in-school activities, teachers argue that it also poses a distraction for both in-person and virtual learners.
“[Teaching] has had to become more entertaining for students compared to the past,” Ritz said. “Teachers went to school, and many still don’t know how to teach with technology. I think it’s the culture that has hurt technology more than the technology.”
For Coach Ben Donahue, 25, his first year teaching looked similar to high school as a student. He uses technology to engage students while also effectively teaching World History.
“Students are on their phones more in class,” Coach Donahue said. “We use more technology in the classroom, so using it [effectively] is a double-edged sword for sure.”
Coach Donahue spent the year learning how to balance technology and learning. With the efficiency that technology brings, it also brings a new realm of distractions for students.
“Technology is a great tool because of the internet, but at the same time it brings a lot of distractions,” Coach Donahue said.
As teaching continues to evolve to student-centered learning and technology takes a front seat in classroom teaching, new and effective forms of learning continue to alter the modern classroom. It brings efficiency and ease to both teachers and students.
“I believe [technology] doesn’t constitute lazy teaching, but yet efficient,” Mr. Ritz said. “You remember more of what you do than what you hear, so in a way, it may have been more effective if [students] did the work themselves and [controlled] their learning.”