Teach-nology

Having made the shift from the language arts/social studies classroom into the applied technology classroom, I will first admit that things are going well. After some early connection and network problems, faulty wiring, and headset debacles, things have improved immensely from a purely "technological" standpoint. Obviously, to do what I would like to do in the classroom, I need the gadgets to do it - over the last 3 weeks, the gadgets have met my expectations. The students, however, have exceeded expectations. Their prowess in using iWeb and GarageBand came quickly, and every day they get more and more comfortable using an Apple computer. At this point, they almost seem taken aback if I take control of their screens using Remote Desktop to show them a certain task. Their attitude seems to be, "Why are you showing me this? Through my own manipulation and exploration of the programs, I would have figured this out myself". While I certainly appreciate the can-do spirit and determination, my mini-lessons are usually chosen because they are common problems students run into, or, they are crucial elements such as saving files to specific locations to be graded.

Because of this attitude, and the fact that students pretty much want total control, I find the more traditional aspects of teaching (hooks, mini-lessons, class discussions) much more challenging than in a traditional, core classroom. For starters, my lab is cavernous - it is two classrooms put together - not the best place for a lively, unifying atmosphere when it comes to whole-class lessons. I have experimented with many methods: me sharing my screen with theirs and showing how to do something; having the students gather up-front to watch a demonstration on the digital projector and then discuss, or continuously locking/unlocking their screens as they all practice different skills at the same time. It is definitely a work-in-progress, and my early results dictate that the 6th graders are more "lively" and react well to the locking/unlocking practice: lock, model a skill on their screens, and give them control of their screens again to practice. The 7th and 8th graders stare like zombies at their screens when I model a skill, and when I attempt to elicit discussion of a concept, they really want none of it - they want to immediately get on the computer and take control. Understandable, but not entirely beneficial.

Again, the students love the curriculum - but I do wish for the class to be more of a blend of traditional classroom strategies as well as being a workshop "tech lab" environment. As I continue to modify and reflect, I'm sure I will find that better balance with the students responding more positively to whole-class lessons. Assisting individual students and having them teach each other are splendid, but I really want more. It has only been 3 weeks, but the most important things are results and student creations. They are there - I'm hoping to improve on these by making my space into a "classroom" as opposed to simply a "tech lab" in the minds of the students.

The Future of Learning

"If the future is now, then what happens tomorrow?"

I suppose what I am doing right now as I type this is the future of learning, or, at least one aspect of it. The blog. One of those words that doubles as a noun and a verb, but whatever way you spin it, the blog certainly employs many principles that harbor our visions of 21st century learning - collaboration, connection, and Web 2.0. A blog gives writers instant recognition, if only in the form of a tiny niche of the vast internet. Truly, a blog is a tool of empowerment, and can be for numerous students, young and old. Reading a blog can facilitate positive interaction between a reader and user, while also giving readers another opinion/information on a subject that may be more unfiltered than a mass media outlet. How important have blogs become? Do more people turn to blogs and websites for news and opinions than actual newspapers? Jay Marrioti thinks so, and he quit his position as a highly-paid columnist for the Chicago Sun-Times because (allegedly, although others disagree) writing for a newspaper is like being on the Titanic taking on water (a quote used facetiously by Tribune columnist Teddy Greenstein). Is Jay right - that the blogosphere is quickly filling up the atmosphere?

The future of print news notwithstanding, Jay's parting comments do actually speak boldly to the perceived future of technology in our world, and has sparked much dialogue (not just on the web, mind you) on the takeover of the Internet. The Internet is not going anywhere soon, that much is clear. What remains to be seen is exactly how the Internet will evolve, from its current status as Web 2.0 to who-knows-what. Point being, teachers, education, and students need to evolve with it. Educators, especially, need to be mindful of where students come from. A teacher drops a textbook on a student's desk; the student goes home and reads news on CNN.com. A student comments using a Bic pen on a peer's essay during school; the same student goes home and digitally comments on his friend's Facebook page. A teacher gives a 20-minute lecture on angioplasty; a student plops on the sofa to play Nintendo Wii's Trauma Center. The differences between a student's home life and school life can be striking - but they don't have to be.

While education has been slow to embrace the fundamentals of technological evolution's rapid expansion, it will play catch-up real quick. Computers are not a quirky fad; they are the pulse and heartbeat of our world's economy. It will ultimately be technological interaction that will facilitate the shift from a national-based economy to a global economy. Once this becomes clearer, the focus of our schools will shift to promote a more-technologically based curriculum to keep up with the world. Students need to see that their studies are rooted in real-world principles, and technology reflects that. While preparing students for careers that do not yet exist is important, it is also important to prepare them for the all-encompassing future. When technology evolves into places we don't even know about yet, students can be elevator designers as opposed to elevator riders.

It is impossible to predict where the future of technology lies - whether it be tablet desktop computers, PDAs being a necessary living device, or Second Life being the most accepted form of social interaction. What is known is that educators must do their best to incorporate new technologies into existing curriculum, and then watch those curriculum's evolve with the students and the world. From a technological standpoint, if you do not try to be ahead of the curve, then you may eventually find yourself holding on for dear life.