In the summer I often take some intentional pauses for my own mental health. It can look very different based on where I am emotionally, spiritually and professionally. Right now I am in the midst of what I would call a "redirect pause." I am being intentional about attending events, reading resources and learning more about the negative impacts technology can have on us but I AM an instructional technologist. While that might not make sense to some people, I think it is very important that I always be aware of latest research that both positively and negatively represents technology and more specifically educational technology.
This week I had the privilege of leading some professional development sessions for our school system. At the end of a session about formative assessment I was asked two questions by one of the participants who has not been working in a technology-rich classroom but will be teaching with us next year:
- Do you feel students are easily distracted by technology?
- What are your biggest concerns about technology in the classroom?
So those 20 fellow educators were stuck there listening to my answers!
My answer to the first question was unequivocally YES. Technology is a disrupter but I firmly believe that the benefits outweigh its frustrations if we are intentionally using technology in a classroom that supports not only engagement but learning. I do believe technology in the classroom means that it becomes harder to teach in a traditional way. Classroom management is important when technology is present and you as a teacher are speaking. It is a natural time for students to drift off task. Teachers have to set expectations and stick with them.
The second question pricked this part of me that never gets to speak. I mean my job is to hark the benefits of technology and show educators how to use it....what are my biggest concerns? I took a big breath and my answer was, "I worry about the siloing nature of technology. I worry about the way it is impacting conversations. I worry that technology companies have duped us into using their products and we haven't considered the consequences." I then said, "I do think educational technology companies are doing a better job of seeing their responsibility in the way they build their platforms. I also feel we, as educators, are able to discern what works best for us where it all felt like a whirlwind as we started trying things in the classroom."
Today I attended a session by Dr. Larry Rosen during a Neuroscience & Education Symposium. Tonight I find myself dwelling on the way the different generations look at technology. We looked at research data that compared Baby Boomers, Generation X, Net Generation, iGeneration and Generation C. Tonight I sit here thinking about how to share technology information with the various generations that teach at CCS in a way that helps them to understand the dynamics of Generation C. It feels both overwhelming and exciting.
And the one thing that could cause a myriad of crazy conversations is the concept of "tech breaks" during the schedule so that students can reconnect with the technology platforms of their choice in order to be less distracted from FOMO (fear of missing out) and constantly trying to check it when the teacher isn't looking. The research was amazing to consider. Thankful for this pause that helps me to see more about pausing.