Adding technology to the classroom
When applied and implemented thoughtfully; in the best interest of learning; and with student growth in knowledge, comprehension, skill and curiosity in mind, technology can liven just about any learning experience.
Technology provides boundlessness or openness in learning by removing the walls of classroom-restricted resources, such as textbooks and teachers. It removes the box … the confines of the text, the pen of the classroom, the limits of the options of approach and the hem of the single-referent teacher.
It should be used judiciously to maximize impact, exploration and retention, and to minimize dilution, dramatization and flaunting. Simply put, it should be used to learn from and with. Learning about it should be secondary.
I attended a webinar offered by John Scammell about the new high school Mathematics curriculum being implemented in Western Canada, particularly Alberta. His emphasis that over the years we learned FOR problem solving, then ABOUT problem solving and now THROUGH problem solving parallels this notion that technology is a tool to learn with rather than the reason or goal to learn about or to show off.
Technology provides one facet of great learning. It has the best potential, in my opinion, to make learning and doing boundless for those whose willingness and imagination drives them, both broadly and deeply, to explore more to learn more.
Removing technology to make room
Yet, technology has drawbacks. As a substitute teacher, I experience a few that on the surface are not obvious. For instance, this year, I noticed more Smartboards in the classroom. This is great. What I could teach if I had a class and a Smartboard.
However, Smartboards take space. They can also be used as small whiteboards at a pinch. So Smartboards naturally replace whiteboards. This not only doesn’t remove functionality from the classroom (it increases it infinitely), it encourages teachers to use and practice using the Smartboards daily.
Then the problem: the substitute teacher. In my school district, the substitute, not being part of the staff or student body, has no access (userid and password) to computers in the school, so locking him or her out of those Smartboards.
The following result has happened to me on more than one occasion.
This comic has been cross-posted in Educational Comics.
Drop censorship of Internet access
There are many reasons that school boards should adopt open Internet access. Overarching these though is the fact that teaching and learning are hampered and put back into the nineteenth and twentieth Century box by this censorship. As a substitute teacher, I find myself even more censored than my contract colleagues. When my students have more access to technology than I do, there is something wrong. We should at least be equal!
What restrictions do you face where you teach? Are your students or you “falling behind” because of these restrictions, or does it matter? What would (do) your students gain if (because) they had (have) free rein on how they can learn and what they can learn from or with?Follow @stefras