The technology in education advocates would say that even though the governments around the world promote education as a source of economic success, yet they are still focus on the rote learning and memorization for international comparison. In their opinion, this is the least effective educational method in the twenty-first century. They suggest that the educational curricula should be creative and innovative. Governments should be producing students who work well in collaborative, creative, innovative and flexible.

They reason that to competing in global economy, countries need to invest in educating its citizen to be innovative, creative, inventive, entrepreneurial, and enterprising. Creative and innovation should be the central of education development and initial work place, skills in a knowledge economy together with information management, self-organization, interdisciplinary capability, emotional intelligence, risk management, and reflective and evaluation capacities.

In 1999, The National Advisory Committee on Creative and Cultural Education said that the person must be readily to adjust to the multifaceted world and a lifelong learner to keep up with the fast work place and technological changes. This will help the person to become effective citizen and workers.

Students with the opportunities to be innovative view schools as a place for discovery, open to new ideas, independent learning, and exploration with others. This is evident at our school. Our school receives a grant to create the Classroom of the Future. However, the grant does not cover all teachers. The chosen teachers get thirty notebooks for their classroom and a smart board. They also get new books online. Students in those classes work harder and they have fewer behavior problems. Whether those students so engage in their study or they do not want to lose the privilege to use the notebook, but it improves the learning environment.

Teachers should create well structure learning environments and fluency in particular knowledge, student driven inquiries. Australia is recognized for making significant changes in creativity and innovation. VictoriaState of Australia requires interdisciplinary of design, creativity, and technology focus on engagement to stimulate creativity, innovation, risk taking, as content to generate ideas. This requires student center learning with group projects, self-directed learning activities with authentic problem posing and problem solving by the students.

However, the “Back to Basic” proponents think that the students are too dependent on technologies and cannot do simple tasks such as spell common or frequently used words, calculating basic mathematical problems. This is true with some students, when they use the calculator, they do not know whether the answers were correct or not. They do not know the wrong answer even when they get a difference that is larger than both of the original numbers are. Therefore, a simple calculator would have make lessons go faster. Some students cannot add, subtract, multiply, and divide simple problems with only one or two digits.

In basic teaching method, the prescribe content are organized with subject matter. Students must learn by rote and regurgitated in tests. They explain what these skills are in education or how students apply that information in school. Students do need the basic reading and math skills for their daily live functions.

I am all for the using technologies to enhance our students’ learning in the classroom. Technologies help us to get things done faster and avoid of wasting time to do simple tasks. These times can be use for student’s center learning environment to promote creativity and innovation. However, I am also agreeing with the back to the basic supporters to the extent. Students need to know how to do simple tasks such as spelling and basic arithmetic problems so they can check their works. I have witness the disadvantage of not knowing those simple tasks. I saw the embarrassment of a cashier who cannot make change when the electric went out.