Chapter 4 -- Disruptively Deploying Computers

In Chapter four, Christensen introduces ideas on how computer use will change what we do in public education. His first idea is one of “student-centric technology” implemented online will allow educators to create individualized learning for their students. This has been a goal for educators for decades and is one that due to class size and curriculum load is usually unattainable. Christensen’s story of Maria and the online opportunities that are available to her through Randall University demonstrates the ease of taking an online course and the availability of a wide range of curricular opportunities that are available to students. Maria is given the opportunity to take an Arabic Language course not offered at her high school. Maria tells her guidance counselor “Wow, that simple?” In my experience with NDIS and OdysseyWare, there are limitations and in some cases road blocks that make it not that simple. We have to make sure that the provider is approved by the department of education, the course(s) offered are approved and for what kind of credit.

Christensen claims that enrollment in online courses in our public schools has increased from 45,000 in 2000 to over a million today. He cites the increase is caused by online offerings in the areas of AP courses, credit recovery, specialized courses, home schooling, and students in rural and urban schools how aren’t offered a wide range of curricular choices. Credit Recovery is certainly front and center in South Dakota after the Activities Association made it a possibility for athletes to become eligible after failing a course.

Christensen states (p. 93) “Computer based learning is a welcome solution when the alternative is to forgo learning the subject altogether.” This is true when declining enrollment or a dwindling budget requires a school to cut electives.

The chapter focuses on a two part proposition in the first part, computer based learning, and growth is dependent by software cost and software’s inability to adapt to a student’s intelligence type and learning style. The second part, student centric technology, is where software is created that creates individualized learning for each student. Software would take into account how a student learns and their level of intelligence. This sounds great but I’m somewhat skeptical that it can take the place of the teacher or personal tutor.
On page 105, Christensen describes the future of the classroom. He takes us to a Chemistry classroom in the future where students complete their lab assignment in a virtual chemlab with 150,000 students seated at computer terminals across the country. Again, he cites that this may not be optimal, but it is better than the alternative of having nothing at all.
The chapter concludes with a discussion on the future of assessment. He compared the assembly lines found at Chrysler and Toyota production plants. The point of this was to show that at Toyota, you were not allowed be trained on step two until you had mastered step one. This was not true of Chrysler. The purpose of this was to show the similarities found in education’s traditional form of assessment which allowed students to move on to the next chapter after failing the current one. Online courses commonly will not allow the student to move on without having mastered what they are currently working on. Again, I believe most teachers would choose to use the kind of assessment but due to class size and required standards it may not be possible.