Technology Refusal

“Technology refusal” two words that made me cringe at the slightest thought of its existence. I had to take a step back and seriously think about this because I have been so engrossed in technology for the last six years I could not imagine a classroom where technology was not incorporated and/or was refused. Understanding the difference between the abuses of technology in the classroom versus a successful incorporation and infiltration of technology into this setting is vital in understanding how to use technology to guide students to become successful in a digital age. As quoted in Chapter Three: You Won’t Be Needing Your Laptops Today by: Kevin Leander, “[…] technologies reduce the physical labor of teachers to communicate written information, and they enhance the teacher’s authoritative position” (p. 58-59). Some educators may argue that the usage of technology creates a clear divide between teacher and student. Unlike the whiteboard and overhead projector that offer a common surface for both students and teachers alike, the usage of technology can be thought of as a power differential because these devices are typically controlled by the teacher in charge. However, classroom sets of iPads and laptops I believe will dismantle that power divide within the classroom that technology may create.

Taking a look at the larger picture, there are times when technology incorporation can lead to failed lesson(s) and as educators it is important to take a step back and evaluate how we choose to use technology within the classroom setting. For example, I had created a power point presentation for one of my classes and had emailed it from my home computer to my school computer. I got to school the next day and we just so happened to have lost power during that school period and I was left to think on my toes. I alternated the lesson from what I had originally planned and did something a little different with my classes but, as much as I am an advocate for technology infiltration in the classroom there are moments like these that make me regret relying so heavily on these technologies. Anything at any point in time can occur and can cause these technologies not to work, and because of that we as educators must always have a plan b to fall back on.

There are very few moments in my classroom that I choose not to use technology, all of which I can probably count on one hand but, these days are intended to bring out skills in which technologies have not been able to assist students in developing. The more research and professional development classes I’ve taken based off of various technologies, I’ve found that these technologies actually increase student engagement giving them a sense of ease and comfort. For example, I’ve begun incorporating Google Docs into my classroom on a daily basis. I find that giving students the opportunity to write on a laptop, iPad, or desktop computer allows them to feel a sense of unity and gives them a step up upon exiting high school- everyone is for a lack of a better word, equal. This Google Docs platform changes the dynamic of the classroom, allowing the teacher access to student work at the click of a button from anywhere that has Internet access. One of the upsides to Google Docs is that you can see all the revisions students have done since they began the document, essentially you can watch it transform before your eyes and this is an amazing experience. If you’ve never incorporated Google Docs into your classroom, I would look to do a research project or writing assignment where students use that platform instead of Microsoft word.

For the sake of this assignment, the computer becomes the center of the lesson creating a means of unity amongst the students.  Leander expresses, “This experience of being “with” the teacher is central to the discourse of the laptops interfering with the classroom interaction space, as is the idea of “unity” (p.67).  There are moments in the classroom when I do wish students had longer attention spans and could focus on one thing instead of multitasking. One of the downfalls of technology is that students are not able to focus as well and continuously struggle with the constant desire to be hooked, having their interests sparked- receiving instant gratification. We as educators struggle on a daily basis trying to figure out how to spark their interest and grab their attention for the duration of the entire lesson. At times, it is increasingly difficult especially when students are caught up with something that occurred outside of the classroom. They lose interest, then focus, and then they become disruptive and there is no way to pull them back in to the lesson.

“The idea that teachers might, “keep doing what [they’re] doing,” and that technology might “enhance” or be an “outgrowth” of the curriculum, is essentially a guarantee  that the social space of schooling will be saturated by the relations set forth in current curricular practice, […]” (p. 73). But, most importantly it is essential that we as educators “keep on, keepin’ on” and do what we do best- teach. To leave you all with some powerful words, the best teachers are those who tell you where to look, but don’t tell you what to see.

Lankshear, C., & Knobel, M. (Eds.). (2013). New Literacies Reader: Educational Perspectives (pp. 57- 98). United States: Peter Lang Publishing.