Navigating High School in the Digital Age: Chromebooks, Phones, and Google Classroom
The digital transformation of education has brought about significant changes, particularly in the high school setting. One of the most notable transformations is the integration of Chromebooks and the widespread adoption of Google Classroom. While these tools have the potential to enhance learning, their implementation often falls short of expectations.
Chromebooks in High School
Our school district has started rolling out Chromebooks across all grades, from 4th to 12th. The primary intention is to encourage students to use online resources for activities such as fact checking, source verification, and accessing new information. However, in reality, these devices are heavily used for entertainment purposes, such as watching Fortnite YouTube videos and texting with other students from different classes via Google Hangouts. These activities, while not academic, are prevalent and accepted, reminding us that technology is a double-edged sword.
Google Classroom: A Double-Edged Sword?
Each class has a designated “Google Classroom” where teachers post notes, materials, important papers, announcements, and assignments. The primary function of Google Classroom is to serve as a digital platform for submissions and communication. Most of the time, students, including me, find these resources useful. However, some teachers take advantage of this platform by posting assignments for days off, often demanding that work be completed and submitted by the next school day. This practice can be both convenient and frustrating, depending on the situation.
The Lethargic Stance on Phone Usage
Phone usage in high school is practically ubiquitous, with students, including myself, spending 24/7 on their devices. During class, during lunch, and even during walking, phones are the preferred form of communication. However, the leniency of teachers varies widely. Many teachers, such as my math teacher, allow students to use their phones for non-academic purposes, with minimal intervention unless a lecture is imminent. A notable exception is my Language Arts teacher, who initially required students to place their phones in a shoebox near his desk and imposed penalties for non-compliance. However, this policy was quickly abandoned, and the teacher eventually adopted a hands-off approach as long as students were doing their work.
Apple TV in Classrooms: A Valuable Tool or Luxury?
The district has installed Apple TVs in some classrooms to replace projectors, SmartBoards, and chalkboards, allowing teachers to mirror presentations in high-definition. Despite this, I was not in a classroom equipped with one, so I have limited insights to share. However, it’s clear that the impact of these devices on teaching and learning is mixed. Some teachers find them valuable for enhancing visual learning, while others may find them unnecessary, depending on the content and delivery method.
Conclusion: The Changing Face of High School
Google Classroom has undoubtedly simplified the management of assignments and submissions, making the backpack lighter and reducing the risk of losing important work. However, it has also contributed to a more indirect form of learning. Instead of face-to-face interactions, students now rely on digital comments and asynchronous communication. While this can be convenient, it also means that the immediacy and personal connection of in-person instruction is diminished.
Final Thoughts
The digital age has transformed high school in ways both beneficial and challenging. While the integration of Chromebooks and Google Classroom offers numerous advantages, it also presents new challenges that educators and students must navigate. As technology continues to evolve, so too must our approach to education, striking a balance between convenience and the need for personal interaction and critical thinking.