So, I’ve been thinking about resistance, in particular resistance to integrating technology into class. Honestly, I think about this frequently. There’s the fear thing, the time thing, the kids-will-know-more-than-I-do thing. Another “thing” I’ve been tossing around in my head is the technology-is-fun-and-we-are-doing-serious-work thing.
I think there’s something about the trifecta of high level courses, high performing schools, and high-powered students that lends itself to all of us taking ourselves a little too seriously in the classroom. To be clear, I am very serious about education. By that I mean that I believe with my entire being in the power of learning and the transformative potential of students doing excellent work. I believe that students should work hard at school; it should push them intellectually; they should wrestle with ideas; feedback on work should be constructive, honest, and supportive. I think that all students should create work in many forms and actively reflect on their learning. I do not advocate “cute idea teaching” where projects that have no educational value but look great on the walls are the norm. And, in the same breath without contradiction, I am also all for a little sparkle. I want all students to lean in to whatever class they are in. Sometimes that pure form of a subject, however bright and shiny it appears to the teacher who specializes in it, does not look that way to the students. Sure we can take the attitude that “this is good for them,” like vegetables. However, putting our subject matter in the category of things students don’t like is probably not productive. Mixing in a little secret spice to (insert your favorite subject here) goes a long way in terms of adding appeal without watering down. If we can make what we know is good and worthy and valuable a little more appealing to the unconvinced would that be wrong?
In a recent blog post John Chubb, President of NAIS (National Association of Independent School) wrote about student engagement. He titled his post “Measuring what Matters: Student Engagement.” So, I’m thinking he’s all for student engagement just from that title alone. He references Ferris Bueller Day Off “Bueller, Bueller. . .” If that doesn’t make any teacher want to weep, I don’t know what will.
When I advocate using technology in class to increase engagement, I am never suggesting turning class into recess (see my point about “cute idea teaching” above). But, in some circles fun and even engaging has become a bad word, a word that means easy, not rigorous. Fun and engaging do not mean those things; I double checked. Helping students find a less intimidating and more engaging way into the material or discussion is not making the class too easy. It is meeting students where they are and moving them forward. If by sprinkling a little sparkly technology dust onto what we are doing I can get my students to lean in a little bit more, put forth some more effort, discover this topic is more interesting than they suspected, push them to think, super. I am not above a bait and switch.
So many teachers I know are great performers in class. They will dramatize, use funny pictures, joke, anything they can to get help their students see the subject matter in a more possitive light. Why should that stop at technology? Technology is one more tool (actually many, many tools some of which will disappear just when you have fallen in love with them) to add to your bag of tricks. And, let’s face it creating the next generation of (insert your particular discipline here) scholars is not going to happen without students enjoying the subject matter and the work.