Employment Expectation: Urban High School Students Discuss the Possible Outcomes Associated with Learning Classroom Technology
Today’s schools overwhelmingly welcome technological solutions, often without reservation, buying into the idea that technology offers solutions to problem areas. More specifically, technology is integrated as a solution to raise standardized test scores, the current measure of a schools’ academic performance (MacGillis, 2004). Under-resourced, urban-schools lack the financial ability and opportunities to acquire, and implement the latest technology (Bass & Rosenzweig, 2001). They incorporate affordable, but outdated technology into the curriculum because it is underprivileged schools that perceive any technology as an opportunity to improve - foster skills, academics, and most importantly, employment opportunities (Trend, 2001, Gooden & Silverman, 1996). This paper presents students’ perspective of classroom technology; a collection of urban high school student narratives that answered the following question: “Tell me how learning technology now will affect your future?” are addressed. The data for this paper was collected over an eight-month period of time at an north-eastern urban high school; Twenty-two students and nine school faculty were interviewed regarding how learning technology in high school effects a students’ future. In addition to student and faculty interviews, student focus groups were conducted along with field notes and classroom observation, which were also collected and analyzed.
Keywords: Employment Expectation, Urban High School Students, Learning Classroom Technology
Dr. Ramona R. Santa Maria
Instructor, Department of Computer Information Syatems, Buffalo State College (State University of NY College at Buffalo)