There is constant discussion in all circles as to “how” to infuse more technology in the classroom. People are enamored with its capabilities as well as how “engaged” students are with the new medium. As teachers, it should be our job to work on getting kids engaged with the learning; not the technology.
My concern, however, extends deeper than that, and so should yours. I’ve heard people say in comments, blogs, discussions at conventions, and a number of other venues that we need to push more learning online because it eliminates many of the behavioral problems that come with the traditional classroom and “will allow kids to focus more on learning without being distracted”. Let’s not forget that one of the most important roles of education is to teach kids to interact appropriately and develop social skills that will play an integral part of their future.
I’m not against moving to more online learning experiences, but at the same time, we must not shun our obligation to ensure that we are developing every child’s emotional and social intelligence as well.
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Hey Aaron,
You raise a key concern here. We have to be careful how far we push technology as a silver bullet, as some may see it as an opportunity to cut back on real educators and move more learning online in the name of progress. There is a feeling in my division (and probably elsewhere) that pushes toward offering ‘distance learning’ and ‘virtual learning’ to enable program choices to students who don’t have the same opportunities in one school as others in a different location will eventually become an impetus to consolidate classrooms and eliminate teaching positions. I think we are far from this stage yet, but we have to be mindful of the ways in which we approach technology ‘integration.’
Another thoughtful post! Thanks!
Let me say that I utilize online technology IN ORDER for students to discuss and collaborate. By using Google tools or todaysmeet.com (for example), my students can work together on presentations or participate in discussions in a manner that is deliberate and focused as long as I set guidelines and monitor use from the start.
Do I have students to share in verbal discussions and work in person-to-person team projects? Of course, but I can also say that I have had students participate in an online discussions and projects that do not offer to speak in the regular classroom setting, such as one young man who is hard of hearing and another who feels she doesn’t always fit in with the group.
This is also a good way for students to understand that online discussions for the sake of collaboration do not resemble the same “conversations” they have in social networks. We miss the boat if we don’t take this opportunity to guide students in the ethical use of technology and the networking that can occur as a result of these connections.
FInally, my online sites are closed and therefore all about my own students in my classroom , which is what works best for me at this time. Eventually I want my students to open conversations with the world outside our classroom, but at this point they are learning how to be collaborators in a structured environment.
@Margaret
You have said very well what I struggled to proclaim in a self reflection post (www.mymindgap.com) After writing my reflection I considered what I said to my youngest son who is a sophmore in college. He wanted to take an online class and I discouraged him because I don’t think he has the self discipline skills to attempt online successfully. Am I wrong? Perhaps if he had been taught in high school or grade school how to have a “learning conversation” I wouldn’t feel the same way. I LOVE online classes but I’m “mature” and know that I will do the work. It’s a skill I’ve learned. Are we doing a disservice by not teaching children the skills needed in a threaded discussion? Now might be a great time to teach them such skills. It is likely they are going to need those skills in the near future.