Recently, the advertisement above appeared in a national educational technology magazine. I sent out a tweet, asking “Why would I want do this in my classroom?” One response was, “You’re looking to create ICE in the classroom! Independence, Challenge, Engagement! Differentiated classroom with open objectives.” I replied that I could do that with a book.
This is what “technology integration” looks like. Doing the same activities with new objects. Further why are we asking the student to convert digital content to analog content? My guess is the student is completing a worksheet or “taking notes,” moving information from one place to another (Jamie McKenzie).
How did this hardware get there? My standing hypothesis is that it’s not curriculum-related. Some “influencer” attended a conference or other presentation, returned, and stated that “we have to do that.” “Our students will be behind if we do not do that.” Peer pressure from other districts forced action. The equipment was purchased, teachers were shown the switches, buttons and a few “apps.” They were asked to brainstorm how to use the gear, asked to make a lesson, and sent back to their classrooms to “integrate the technology into their classrooms.” There will be little results related to student learning. There will be an assorted discussion about student “engagement” and “use of technology.” Little or nothing about student performance and achievement.
The hardware and software are the fourth most important feature with classrooms and learning:
- What should students know and do?
- How will we know they understand and can do?
- What instructional strategies will we use?
- What hardware and software will we use to support the strategies, student learning, and student assessment?
Any framework for technology integration has levels of integration and districts attempt to move teacher practices to “higher levels.”
Starting with student learning and assessment, districts can determine their direction and their practices. This will transform learning, by unleashing the promise of hardware and software. Teachers are not left to figure it out themselves by “integrating technology.”
So until we get thoughtful leadership in our schools that quits talking about “technology as a tool” or “technology integration,” learning in school with hardware and software will be stuck in an infinite loop!
