I received an interesting and hopeful email from a colleague today who works with my TeacherSource web project (something I'll share with you later on). Part of the deal is she was given a MacBook laptop and 8 iPod Touches and some software and a bit of training (though not much), and was asked to report back how she's using these tools. She teaches MS Literacy to mostly underachieving middle school students in a school loaded with high achievers. She's found the going a bit tedious and frustrating since our district wireless network is a throw together of consumer-based and old Apple Airport devices (you've seen them--they look like a flying saucer!). Mobile devices have stretched that network in ways we couldn't predict, but now are in the process of turning it over to an enterprise wireless system--one that's industrial-strength, as it should be for a school district our size.Though frustrated that the devices won't work just like she'd like them to, her hopefulness and great attitude shines through. She says:
"I'm n
ot one to jump to technology as the be-all end-all - I believe strongly in the simple technologies, pencil and paper. Too often technology is used as glorified worksheets, developing only skinny knowledge. But I see this technology as a way to develop and access higher-level thinking skills: analysis of their own data, self-evaluation/reflection. I have been stunned at how the kids are really "hearing" their miscues and understanding them. Most reading assessment is "hidden" - we listen and give feedback, but they can't "hear" it. "This teacher is a veteran, in-the-trenches middle school teacher. She's seen the wave of "new this and new that" come into her classroom--and she's dealt with it. Some good, some not so good. But this kind of technology seems different and deeper.
She sums up her email simply and succinctly:
"...sorry to ramble on - I am having fun figuring this out."
That's all I needed to hear.
Your colleague makes some insightful comments about technology in schools. I agree that products that are merely "glorified worksheets" are sometimes touted as technological advances. If anything, they create more frustration and isolation. Truly innovative technology draws students in and challenges them to actively interact with content and motivates them. She captures that idea with her statement about the potential to "access higher-level thinking skills". I would add another layer to this, however. It is critical that the teacher understand the technology, start with a vision of the potential (yet be open and flexible to going further and in different directions) and open students up to exploration an possibilities rather than limit them. In my mind, this connects to the Ted videos we've been watching about students being allowed to "play" with technology in India - a little guidance and time to explore goes a long way!
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