Teaching Technology

As demonstrated in the video posted above, the technological advances we have witnessed need to be addressed in the classroom.  As educators, it would be a disservice to students if we did not attempt to teach them how to use technology; yet, I believe it would be necessary to demonstrate the important of remaining critical about the usage of new technology.  As Julie Lindquist and David Seitz discuss in The Elements of Literacy, there are critics that believe in “technological determinism” and others who agree with the ideas of “technocritical literacy” (176-177).  Like Lindquist and Seitz demonstrate, it is important not to rely on the determinist qualities of technology.  I believe that technology (computer technology in particular) is very much a part of our culture, but I do not believe it defines us as people.

Currently, I believe there is an over-reliance  on new technologies, and, as educators, it is a terrifying prospect because it causes a loss of authority.  For instance, in the case of doctors, many people now sign into WebMD and self-diagnose themselves with certain conditions.  Although I respect WebMD and the benefits the website provides, I know when I walk into a doctor’s office, I already have an idea of what I may have and how I should be treated.  I believe this is a similar problem within the classroom.  Students have the ability to outsmart/outmanuever their teachers.  This is not only because they are “digital natives” as Immaculee Hirushimana would classify these students as, but because they can manipulate new technology in effective ways to work around actual learning.  If you look at my previous posts concerning SparkNotes, etc. the addition of these types of websites have allowed students to be assigned a book in class, sign onto SparkNotes, and read an easier version of the text with the thematic points, character descriptions, etc. all explained.  Again, SparkNotes, if taught by teachers to be used as an aid, can be effective for a student attempting to understand a complicated text, but the teacher must teach the appropriate way to use these sites and explain that it does not provide individual insight of the text.  Furthermore, teachers should not test “to the text”; instead, ask questions that reveal a student’s interpretation of textual events and ask for their perspective of characters, plots, themes, etc.  By showing an understanding of technology, educators will be able to connect with his/her students and demonstrate that there are appropriate and inappropriate ways to use technology.

In order to make this connection, educators must first recognize the advantages technology has in the classroom.  Not only will students find lessons more interesting than the typical classroom, but they can also be more involved in class when using certain technologies.  Of course, the difficult part is changing past lesson plans to accommodate technology, but teachers need to make their plans more fluid in order to reflect the fluidity of technology.  Harushimana and Lindquist and Seitz discuss this fluid quality and Harushimana in particular tells teachers they need to change the nature of their lesson plans in order to accommodate technology.  Overall, I agree that there needs to be a change in the attitudes of teachers towards technology; yet, I do not believe technology needs to be the impetus of the classroom.  There needs to be an understanding in the classroom that although technology has beneficial qualities and potential, the unlimited quantity does create inappropriate habits.  This is why there is a neccessity to teach computer technology, media technology, etc. in the classroom, so students can learn to distinguish the good usage of technology versus the bad usage.

Harushimana, Immaculee. “Literacy through Gaming: The Influence of Videogames on the Writings of High School Freshman Males.”  Journal of Literacy and Technology 35.9 (2008).

Lindquist, Julie and David Seitz. The Elements of Literacy.  New York: Pearson Education Inc., 2009.