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We lament about how much our students are hooked into
technology, but even as I start my workday, I’m already distracted by the same
things we claim are monopolizing their attention. I know I spend a good portion
of my day with email, internet, and texting, mainly work-related. And later
tonight, I will spend a couple of hours catching up on Facebook, Twitter, and
more emails and texts when I get home. Given the amount of time I spend using
technology for various purposes, how can I blame the kids for wanting to stay
connected?
When I think about my students as learners, I know that the
digital landscape for them is even broader than it is for me, that technology
is so embedded in their lives that they don’t have to “make time” for doing all
of these things I block out time for. So how do I meet them in their digital
reality? How do I use technology to
enhance their learning experience rather than use it to replace learning? How
can I make sure that I have a balance for them with technology in my classroom
so they are not always hiding behind screens?
When I first began blocking my Pre-AP English 8 class into
two periods, my biggest struggle was making sure that there was a balance in my
reading and writing instruction. Four years in, with four very different
classes of students to have learned from, I finally believe I might just have a
balance that I am satisfied with for the moment. But now I worry that I have an
imbalance in the amount of time we spend using technology for learning. Google
Apps and unfettered access to Chromebooks have made so many positive
differences in how I can communicate with my students, especially this year
when I have been out of the classroom for instructional coaching duties more
than I want to be. Even while away at conferences, I have been able to comment
on rough drafts via Google docs, answer questions by email so that the students
don’t have to wait for me to get back to continue their work, and make sure
that everyone is on track with their tasks. Access to Google apps has also made
a difference in the collaborative process for the students, as they no longer
have to work in the library or gather at someone’s home to complete group work
outside of class. However, as excellent a tool as Google has been, I also worry
that the technology has become too much of a part of our classroom and is now sometimes
a barrier between us.
For this last segment of our Holocaust unit, the study of Night, I have had them off the computers and working in small groups and as a whole class to access the material without using technology, and there is a distinct difference in their level of engagement. I wouldn't characterize them as being more or less engaged than if we were collaborating and discussing with technology, it’s just a different type of engagement.
So my challenge to myself this afternoon, when I access my
curriculum map to catch up on that online tool as well, will be to go back through
my diary map and see where the students really need to access technology to
enhance their experiences, and where technology can be replaced with other
forms of engagement.
But first…I just need to post to this on my blog and on Twitter…before I get the rest of my day started.
I meant to do that
ReplyDeletebut did this instead
and found that as I was doing that
you were doing this
and so together we found some balance
between this and that
and so, we were somewhat
satisfied
-Kevin
Wow...they are connected digitally and I applaud that you are also trying to connect them with discussion and face to face communication. Our high schools always get the tools first...I'm a bit jealous
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