Approaching a New Year

Since my earliest blog entry, I have tried to maintain a balanced perspective regarding educational technology. Even though many of my posts generally address the potential benefits from the use of technology in teaching and how the use of technology as a learning tool opens up multitudinous opportunities for students, I would like to think that I have always remained aware of the problems and concerns associated with the integration of technology into the classroom. As I continue to read more books and articles about educational technology and even more blog posts from tech gurus, I think I will need to begin investing more time in searching for articles that address the pitfalls. A little more than a month ago a fellow blogger and I were having a conversation on David Warlick’s blog reply board, and he had said that when teachers become overly infatuated with any instructional strategy or educational technology tool, they quickly lose a facet essential to the creation and sustaining of effective teaching, healthy criticism. The ability to step back and evaluate teaching practices and tools is important to remember as many of us “digital immigrants” become attracted to the glitz and glamour of Web 2.0.

Asking questions would help professional educators to remain engaged in conversations regarding the usability and functionality of new tools as technological advancements arrive to our computer screens, but what questions should we be asking ourselves as we consider the place of technology in our teaching? Foremost, I believe teachers should continue to think about learning objectives and unit plans before thinking about which new Web 2.0 tool they want to incorporate in next week’s lesson plan. Technology should not be a teacher’s solution to every problem; in fact, teachers should always ask themselves if there is a better way of conveying a particular concept or teaching a certain skill. Technology will not always be the most efficient method of instruction. Additionally, before teachers and IT departments begin writing grants for the next wave of digital projectors or audio recording devices, they should reexamine the tools they already have and see whether there exist other ways to utilize them. Last week, a man discovered how to use a Nintendo Wii remote to create a device similar to that of a SmartBoard.

Wii Remote as Interactive Whiteboard

I wonder if the technology sitting in our schools right now have multiple functions that we are unaware of. Continuing this thread of multi-functionality, teachers should ask what cross-curricular or multi-literacy skills are being enhanced by using technology in the classroom. Technology certainly develops literacy—after all, Web 2.0 is a read/write interface, but how do teachers trace the progress associated with technology? If teachers want to use technology, then I hope they research the tool and get involved with discussions about it.

The list of questions and concerns surrounding educational technology will inevitably grow as more technologically-advanced generations of students move through the educational system and demand technology in the classroom. I will forever urge my colleagues to remain involved in the unfolding of technology, especially as it relates to education. Am I asking everyone to create avatars in Second Life? No. Do I want all of my colleagues to join me in writing a MAC twittory? No. All I ask is that we continue to ask questions about what is happening in the world of technology and what are the implications for education.

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Image Citation:

2Dizzylizzie. (2007, October 4). Trapped in technology. 2Dizzylizzie's Photostream. Retrieved December 31, 2007 from http://www.flickr.com/photos/14257925@N08/1484722820/