From Chalk to Tech: A Teacher's View on Education Reform
Author: Kathleen M. Cleaver
Published: 2025/05/14
Publication Type: Submitted Article
Category Topic: Blogs / Writings / Stories - Academic Publications
Page Content: Synopsis - Introduction - Main - Insights, Updates
Synopsis: A teacher reflects on decades of education reform, highlighting the importance of balancing innovation with proven teaching methods for all learners.
Introduction
My encounter with formal education began in 1956 when I entered first grade. I continued through college which led to my 30+ years as a teacher. Add to that, my experience as a parent of three children and two grandchildren. I observed and taught in regular education programs, special education programs, gifted programs, exclusive and inclusive programs. As a teacher and as a parent, I sat on both sides of the table during IEP meetings.
Main Content
American education has always been in a constant state of reform, sometimes adapting new ideas and sometimes rebranding old ideas with new titles.
When I compiled a list of changes from the time I was a student until the time my daughters graduated from high school the most noticeable reforms were the end of segregation, the decrease in ability groupings except for honors students, the increase in college preparatory tracks and the decrease in business and industrial arts offerings. Technology in school was new and was taught as a subject but not used as a classroom tool. If students failed to complete grade level material it was recommended that they repeat the grade.
Students used books for reading and research.
Pencil, pen and paper, a typewriter or word processor were used for completing assignments.
Standardized testing was used to measure student progress, but it didn't carry the weight or the use of time that it does today.
The most sweeping reform was the passage of the Education for All Handicapped Children Act in 1975 later amended and renamed the Individuals with Disabilities Education Act or better known as IDEA. This opened the doors for children with disabilities to receive a free and appropriate public education (FAPE). Children with disabilities were moved from private schools and institutions into special education classrooms in the public school system.
Today, my head spins when I look at our education system. Some may say it is because I am old and resistant to change. That was my thinking when I was a young teacher. Why were older and experienced teachers SOMETIMES resistant to new ideas and methods for teaching? As I became a seasoned teacher I realized that some of the new methods of teaching were old ideas with new names with a few minor changes. They were ideas that failed, sometimes because they were ineffective. Sometimes they failed because of inefficient training and staff to implement the changes.
Reading and math instruction at the elementary level is constantly changing. Educational researchers and publishers push their methods of teaching reading as the best way for students to become accomplished readers. They advertise systematic phonics, guided reading, sight words, or whole language methods. In reality, teaching reading should incorporate all of these methods.
Allow the students to choose which method(s) work best for them and for their teachers.
Teaching mathematics has switched from the memorization of facts to understanding the process.
Both are equally important when advancing to higher levels in mathematics. Elementary schools are focusing on science, technology, engineering, the arts and mathematics (STEAM) while spelling, grammar and history are of less importance.
Technology is replacing the main tools in our classrooms. Blackboards and boxes of chalk are being replaced with expensive smartboards. Students are being plugged into computer programs that personalize their learning experience. Teachers have access to programs to help plan and compile data about a student's progress. Students use artificial intelligence for research and complete writing assignments. This is helpful, but should it replace old methods of teaching? Shouldn't we keep what has worked well in the past with the new ideas of today?
Education should be a mix of successful teaching methods and ideas with new and innovative ideas.
Insights, Analysis, and Developments
Editorial Note: This reflection is a timely reminder that progress in education does not always mean abandoning the past. By blending traditional methods that have consistently served students well with carefully evaluated modern innovations, educators can better meet the needs of all learners. The rush toward technological integration and trendy pedagogies should not eclipse the value of foundational skills, especially for students who benefit from structure and familiarity. Thoughtful reform should prioritize what truly works over what merely appears new - Disabled World (DW).
Author Credentials: Kathleen M. Cleaver holds a Bachelor’s degree in elementary education and the education of children whose primary disability is a visual impairment (TVI). During her thirty-year career as a teacher, Kathleen received the Penn-Del AER Elinor Long Award and the AER Membership Award for her service and contributions to the education of children with visual impairments. She also received the Elizabeth Nolan O’Donnell Achievement Award for years of dedicated service to St. Lucy Day School for Children with Visual Impairments. Explore Kathleen's complete biography for comprehensive insights into her background, expertise, and accomplishments.