Boy I have struggled with ‘#edtech envy’. One on one, class iPad sets, Google Classroom approval for use, apps galore, reliable WiFi (well we finally have that!) , Google Voice access and no need to worry about provincial privacy laws (parent permission required for any app holding personal information outside of Canada)…my dream world. It doesn’t exist in my province, school or classroom. And every time something is shared by the great #langchat community I will admit I have used it as a time to ‘sigh’ and complain and say “If only…” and to blame outside factors for my inability to use more in classes; a broken “but not at my school…” record.
I’m not saying that I don’t/haven’t used it at all. My Year 4’s use some when they ‘visit’ Tokyo. I use Kaizena for online marking & oral feedback. I have downloaded many clips for offline viewing and created resources for class using iMovie, Quicktime and more. Our classes play group Kahoot and use Quizlet Live…and we would be nowhere without the dictionaries students have on their phones. But I always felt that I wasn’t using enough and in not doing so was somehow not a ‘modern progressive’ teacher.
And then I realized something. I realized what many of you already have. That the push for ‘edtech’ has not only created angst for me – but has not necessarily promoted proficiency in my classroom. In fact kids staring at screens or recording something isn’t a top priority at all. Why? Because it has nothing to do with ‘using’ the language if that’s all we do. That if the end result is just someone ‘viewing’ something and more is put into the creating of it than using it – is it really what I need for learning in my room?
Hear me out. This is not about ‘tech is not useful’. This is not about ‘I don’t want to/need to use it’. This is not about in any way diminishing the tremendous impact that tech-savy teachers like Catherine Ousselin and EdTech leaders like Joe Dale have had on me and our network (follow them if you aren’t already). Thomas Sauer once tweeted (I paraphrase) that ‘if a student tells you they can’t do their oral because their partner is away then it’s not interpersonal’. I feel the same way now about using #edtech. If my lesson falls apart due to a technical issue – then maybe I don’t really have a lesson at all.
So what is important? That it is available. That it provides authentic opportunities. That it can be accessed or used if I need it to support learning but not because I “need to use it to and if not learning will not occur”. That it is an ‘option’ for students and for me (I still have students with no home computer). What is important is that it supplements what I do. I do know that I will be moving to use it more as a curation device. That I am liking what I see in programs like Seesaw for this (and it will be worth asking parent permission to have my kids use this).
I am a fan of technology. I am a fan of incorporating it in my teaching. But I am no longer worried that I am not incorporating enough and fearing that this makes me any less of a modern teacher…. I am a teacher who now realizes it is “what” happens in the room that is bigger than “how” it happens. Many of you are nodding and saying “Yes Colleen…what took you so long?” Thank you for your patience!
PS – Just a reminder that I am on a self-funded sabbatical this semester (!) so posts on the blog are less frequent at this time! Back to it more regularly in September!