Technology in the Classical School Classroom

John Heaton June 6, 2016

Presented at:
SCL Conference 2016


Technology tends to promote access to information for larger and larger groups of people, and contributes to the overall well-being of individuals and communities. Thus, technology is a sociological force with results that can be demonstrated, if not accurately measured. In the last 75 years, technology has been viewed by educators with narrower, but higher hopes. This session shows that professional educators tend to embrace technical modalities with somewhat utopian hopes for learning, a particularly unique sociological outcome. The data show that technology consistently fails to affect or effect learning; moreover, educators and policy makers often promote technologies in the classroom that have negligible positive effects, or even negative effects upon students. It is increasingly evident that technology is deployed in ways that are consistent with any number of theories of child development, learning, and epistemology. This suggests that technology is not leading a revolution in learning, but is, paradoxically, trailing in the wake of dominant educational theories.


Classroom Development Educators Technology


John Heaton
John Heaton is a native of Orlando, Florida. He has concluded his 20th year as the second Headmaster of New Covenant Schools in Lynchburg, Virginia. New Covenant is a Classical Christian School serving around 450 students in Pre-K through 12th Grade.

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