Technology is ubiquitous in the lives of most of our students. Facebook, Twitter, YouTube, Netflix, and a nearly endless array of internet-based content is available via smart phones, tablets, PCs, Macs, and more. Widely available networks - from the corner Starbucks to the student’s own home - make getting to that internet content seem a “right,” not a privilege, to many of our students. It seems reasonable that the basic student tech skills, understanding and fearlessness could be leveraged to augment learning in the classroom. This could apply to traditional “3Rs” learning, as well as the so-called 21st Century skills of critical thinking and problem solving; communication, collaboration; and creativity and innovation. As noted by the Partnership for 21st Century Skills organization, “every child in the U.S. needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders.”
Effective use of technology can be a powerful vehicle to fuse 3Rs and 4Cs learning. However, far too often, schools and students have limited or no technology to support learning, or squander what is available and use technology to simply replace paper worksheets, or as a reward after “real” work is done. Instead, it is imperative that technology be blended into the learning in an effective way that truly augments student learning. Educational leaders at the state and district level, local communities, parents, teachers AND students must all be on the same page for the effective use of technology to accelerate in our schools.
As stated in the 2010 National Education Technology Plan, “the technology that enables connected teaching is available now, but not all the conditions necessary to leverage it are.” Many educators - elementary through university level - are not ready to embrace or fully utilize technology. From federal and state level education leaders, to district and school site administrators, many do not have the same comfort level or breadth and depth of knowledge as do their counterparts in other industries. Sadly this has created a gap that runs deep, influencing curriculum development, funding and purchasing, and preservice and inservice professional development. This gap significantly slows the integration of technology and reduces the ways that technology would improve both instruction and student learning.
Somehow, “we must introduce connected teaching into our education system rapidly, and therefore we need innovation in the organizations that support educators in their profession—schools and districts, colleges of education, professional learning providers, and professional organizations.” The infusion of technology into effective classroom instruction is starting to happen. The challenge is to make it happen much more rapidly and on a more systemic level.
The school at which I work has taken one important step by hiring an “educational technologist” (yours truly). In this position, I consult with administration, coach teachers in effective technology use, model effective technology to all staff members and students, and provide resources, tools and tips to speed the adoption of technology into the learning model. There is an extremely wide range of technology needs among both teachers and students, and it has been an interesting challenge to ‘move the needle’ and see results. This position is new for the school, and it has only been recently that there is a sense of forward progress with several teacher embracing various aspects of technology, from “flipped classroom” videos to in-class quizzes to check for knowledge using tools like Socrative or Google Forms. A very reluctant Modern Language teacher recently had all students create brief family tree videos, created and edited on an iPad/laptop, and then uploaded to YouTube for assessment and viewing by a wider audience (classmates and parents). This is one of many indicators that the needle IS moving, and progress is being made.
But what about those schools or districts who don’t have the vision, budget or personnel to fill this role? While I am optimistic long term that technology will ultimately be used to effectively add to student learning, in the short term, I continue to ask myself why it’s taking so long! I see many attempts by enlightened districts and leaders to ramp up the skills of their educators, and look to the day when we can say, honestly, “remember when tech was a thing no one in education understood? Look at us now!” That will truly be a day to look forward to!
References
Edutopia. (n.d.). What is technology integration? Retrieved from http://www.edutopia.org/technology-integration-guide-description
National Education Technology Plan (n.p.). Executive Summary. Retrieved from http://www.ed.gov/technology/draft-netp-2010/executive-summary
Partnership for 21st Century Learning (n.d.). Our Mission. Retrieved from http://www.p21.org/about-us/our-mission
