2-philosophy

My Two Cents

Whenever I reflect on the effectiveness of how we use technology in our classrooms, I wonder whether or not we are going in the right direction and with adequate speed. I believe that learning to use technology should not be an end unto itself. Rather, I believe that a wide array of technology tools, when used strategically, can help deliver instruction in an effective and engaging manner.

Too often, teachers use technology like an electronic worksheet. There is a place for programs that offer “fun” games intended to reinforce basic skills. The need for sophisticated graphics, animation, and immediate feedback is woven into the very fiber of today’s youth. Resources such as Study Island, Education City, and SuccessMaker are useful tools for this purpose.

The question is, when one considers the billions of dollars that have been spent on building infrastructure and purchasing hardware and software, how much bang for our buck are we getting? The answer, in my view, is minimal. So, then what?

Well, first we must recognize that we are in the midst of a revolution that is changing the way we communicate and acquire information in profound ways. What is frightening (and a little exciting) is that it is also changing the way we think, and this is especially true for young people who have only known a world with computers and cell phones.

Baby Boomers like to complain about how our children seem to have a need to be in constant communication with someone (anyone!) and that their definition of knowledge is. . . well, fluid. The reality is that we are not going to change this. It is our responsibility to reach students the best way we can, and this is by utilizing the tools and methods with which they are most comfortable.

Which brings us back to technology in the classroom. We must simultaneously engage, stimulate, and challenge our students. Technology is at its most powerful when it is used to help students apply knowledge and skills to solve a problem. In the broad sense, this might be demonstrated through the creation of a product (e.g. a brochure encouraging tourists to visit a particular region of Virginia), a performance (e.g. teaching a math lesson to the class), or an experiment (e.g. “What is the effect of acid rain on tall fescue?”). Constructivism is a philosophy in which students construct their own understanding by reflecting on their experiences. Digital resources offer students the tools they need to construct their own understanding as they work through various learning experiences, maximizing the likelihood of retaining and building on newly acquired knowledge and skills.

I would rather my students create a PowerPoint illustrating the steps of long division than spend a half hour on a worksheet (even if that worksheet is a digital activity). I would rather my students post a book review on a wiki than answer a dozen comprehension questions. I would rather my students get the maximum benefit from the technology resources available, and this is why we need to reconsider how we use technology in the classroom today.