Not too long ago I had a conversation with an older instructor about technology in the classroom (iPads and smartphones specifically). Defying certain\u00a0stereotypes of\u00a0age and technology use, he supported the use of technology in class, while I opposed it. At the time, I thought the use of technology distracted\u00a0from the learning experience and impeded students’ language acquisition. For these reasons, I avoided the use of technology in my classes. But something the older instructor said resonated with me, and still does. He posited that the students were going to use these technologies regardless of our classroom policy. So, was I\u00a0going to hold tight to my\u00a0rules in the class, and choose to ignore the blatant relevance of these technologies in students’ lives? Or, was I going to figure out\u00a0meaningful and authentic ways to these for students to develop their language proficiency using such\u00a0tools?<\/p>\n
While I still believe technology can distract students\u00a0from achieving certain learning goals, I have toned down\u00a0my\u00a0absolutist mentality. My colleague was right, ignoring the relevance and importance of technology in my students’ life would be to project my own beliefs and values on them, rather than acknowledge, embrace and utilize theirs. I would be ignoring the fact that most of my students communicate through social networks such Facebook, Twitter, and Instagram. And that it represents an important part of their lives.<\/p>\n
While certain aspects of educational theory remain relatively static, like Bloom’s taxonomy, I think it is important to remember that a learner’s\u00a0cultural, generational, and technological distinctions create\u00a0an ever-changing learning environment, and that it is part of the educator’s responsibility to be aware of these\u00a0distinctions. Awareness of such distinctions\u00a0allows us to strengthen our connections with students, broaden our teaching and learning skills, and provide students with the most effective learning experience.<\/p>\n
Since our chat a couple of years ago, I have watched students share wonderful\u00a0pictures, stories, and\u00a0opinions through\u00a0familiar technological devices and applications\u00a0I would have otherwise dismissed as irrelevant to their learning experience. I have also watched them learn using these tools–and teach. I had remember that true learning occurs when the learner is motivated and feels\u00a0what they’re learning is personally relevant.\u00a0I had to remember too that education is not separate from life.<\/p>\n
Lastly, when reflecting on my changing thoughts about how students learn, especially from each other, I also think about humbling my desire to be the sage on stage is also critical. When I quiet my\u00a0sage on stage qualities, albeit difficult, the stage light broadens to encompass everyone. Again, the vast and varying personalities and experience of the students are\u00a0able to flourish, becoming the details\u00a0of our ongoing learning story.<\/p>\n","protected":false},"excerpt":{"rendered":"
Not too long ago I had a conversation with an older instructor about technology in the classroom (iPads and smartphones specifically). Defying certain\u00a0stereotypes of\u00a0age and technology use, he supported the use of technology in class, while I opposed it. At … Continue reading