Technology – Like the air we breathe

I notice that an Australian educator was quoted by the Times Educational Supplement as suggesting “technology is invisible now. Just like electricity, it’s there, it’s an enabler, it makes the connections work.” Indeed. I spent some time observing the implementation of BYOD (Bring Your Own Device) in a secondary school last year, and one of my observations was that, in some classes, the teachers may well have been saying: “Right, take out your textbooks, and turn to p. 32”. What they were saying (some of them, at any rate) was, “Right, we’re going to take out our devices now, and open up Google Classroom”. Those words, used that way, sound very odd indeed – a little like saying, “Right class, we’re going to breathe now”.

By contrast, in three other school settings, where I was observing teaching practice and gethering qualitative evidence to support my research into flexible learning environments, the use of (digital) technology was integrated more seamlesslessly. Ironically, none of those schools have a BYOD policy, though one was making moves in that direction, while the other two merely supported the notion that each student was entitled to bring an appropriate digital device to complement their learning. (Reflecting on the difference between these schools and the BYOD school, I note that those with flexible learning environments also happen to work in a self-consciously ‘futures’ frame).

Two critical thoughts spring to mind when thinking about my BYOD participants: one relates to the digital natives/digital immigrants bifurcation; the other to the vision of increased cognitive load underpinning some taxonomies.

Elsewhere, I have joined others in challenging the notion of the existence of a ‘natives/immigrant’ bifurcation, for at least these reasons: it yields too easily to an ‘us vs them’ sceneario (ie the geeky teens who know all about that digital stuff vs the old dinosaurs who think faxes are modern and that there is an ‘interweb’). Second, the perpetuation of this myth allows some teachers (and parents) to really act like dinosaurs, and never challenge themselves to learn something new. Third, it presupposes all those born, say since 2000, are just ‘naturals’ with digital technology, and will ‘automatically’ know what to do with technology. Finally, and here is the space teachers should explore more, is the notion that all the members of the ‘Net Generation’ are using their digital technology in cognitively challenging ways. This is plainly not so. Like their elders, many (most?) young people have core functional uses for their devices.

Ruben Puentedura developed the SAMR model, a taxonomy that suggests teachers ought to aim to move from activities that are mere substitutes of pen and paper activities, to higher-order tasks demanding redefinition, in which previously inconceivable tasks are introduced. My own classroom obseravtions in the schools I mention above, suggest that this movement is not quite as simple as may be suggested by the SAMR model. If anything, the movement makes enormous demands on teachers’ time and energy, and that is before you get to thinking about their sense of personal confidence and skill in digital device use. In addition, schools find themselves under various forms of the neoliberal accountability regime, which includes National Standards and NCEA in New Zealand, for example.

There is an important sense in which the the two issues I am critical of, come together in the situation I described at the outset. Teachers who buy into the ‘natives/immigrants’ bifurcation may be reluctant to develop the skill set and confidence required to be effective in their seamless integration of digital technology into their pedagogy (doing and thinking), while simultaneously know just enough to get by, thus merely play the substitution game. Hence the odd comments about taking out devices now. Yet, if they recognised they have the ability to learn, they will find that they still do have something new to impart to their classes (who still do not ‘know everything’ about digital technology) thus allowing their students (and themselves) to engage with digital technologies in exciting, critical, and seamless ways.

 

 

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