Today's educational initiatives strive to achieve integration of computer technology in the classroom. Teachers are expected to utilize technology productively with their students and there is often little if any support. Those programs that are provided are typically hampered by misdirection and misconceptions (Galloway, 1990). We have, for more than a generation, been in pursuit of essentially the same thing. Our attempt for 20 years to change educators into computer-using, computer literate professionals has essentially failed. Many will argue the point as clearly there are countless success stories. But, with the exception of the techies and innovative pioneers, teachers everywhere have not changed their basic approach to using technology.
For real change to occur, for educators to be leaders rather than followers, it is necessary to have an understanding and a perspective of how technology is used and learned. What we do and what we don't do is inevitably determined by what we think and what we believe. There has always been a wide range of technology and computing misconceptions. For example, the notion that one can execute a data file as compared to a computer application is a common misunderstanding furthered by today's user-friendly icon based environments. Users often overlook the fact that a computer will find and execute the appropriate program to support a clicked data file icon.
Here are 15 erroneous ideas about computing — ideas that impact today's teachers.
Misconception 1: Online documents lack privacy.
Misconception 2: Students should be able to complete all assignments at home.
Misconception 3: Computing is inevitably harder and more time consuming than using paper.
Misconception 4: Learning computing doesn't require a personal and fundamental change.
Misconception 5: Teaching with technology can be done by non-computer-using teachers.
Misconception 6: Teachers do not need to use technology in their personal lives.
Misconception 7: Teachers of technology know how to use technology across the curriculum.
Misconception 8: Teachers of technology have software for disciplines across the curriculum.
Misconception 9: Technical tasks should be something done quickly and easily.
Misconception 10: Computing should be free of mistakes, error, conflict and frustration.
Misconception 11: Computing no longer requires programming.
Misconception 12: Being a part time user is enough to meet professional needs.
Misconception 13: To learn computing, one needs to take a computer class.
Misconception 14: The computer is a tool.
Misconception 15: Teachers need to be trained to use technology.
Misunderstanding how we learn and the role of skills and competencies in being computer literate contribute to the failure of professional development programs.
Far too often, computing is thought to be little more than procedural rituals written into a simple lists of do's and don'ts. Many seem to behave as if learning computing is a matter of acquiring such lists. Critical thinking skills and a kind of discipline-specific intuition would serve teachers better than mere list acquisition. The bottom line is that teachers need to make a personal commitment to change — to becoming full-time computer users — and not wait for more user-friendly software or the next full-service workshop
Go read the original, he has cogent explications of each of the myths.