There has been a great deal of discussion and debate in the media and amongst teachers about the merits of technology in the classroom. This was sparked by events including the removal of electronic devices from Sydney Grammar School because it is distracting and represents a 'scandalous waste of money'. The principal, Dr. John Vallance, believes that teaching is fundamentally a social experience which involves interaction, conversation and discussion. A Harvard University expert of happiness recently spoke to parents, teachers and the local community about the extensive amount of 'screen time' children are exposed to. He said "... 1000 friends of Facebook is no substitute for that one best friend". At the same time, Nick Sas, writer for the West Australian discussed the rate at which SEO experts influence users to visit sites that pay for preferential treatment on search engines like Google. Suffice to say, Google should not replace the library as the main source of information for school students. As for social media, Nick Sas challenged all users to avoid "scrolling through Facebook like a vampire drone" and rather to find sites that prove beneficial. Finally, at a recent History Teachers' conference, CEO of Western Australian Museum, Alec Coles, in response to a question on electronic interactive displays that will be built into the new state-of-art museum said, "the best interactive exhibit is always another person".
While technology certainly has its place in the classroom and Web 2.0 with its social media focus has changed the way we receive, give news and interact with each other, it should not replace the fundamental ways humans use to interact with each other and learn. It seems ironic then, that this very technology is now being used by teachers to air their views on the influence of technology on our students.
In addition to using Google, Bing and Microsoft Edge, I have used Pinterest to crawl through the web and investigate what practicing teachers and leaders in education say about the merits of technology. In this search, I found the Pinterest graphic below, created by Principal Brett Gruetzmacher of Brookfield Central. Clearly, the message is that as teachers, we should avoid using technology for the sake of it. Rather, we should be more selective in how we use this tool. Web 2.0 with its focus on social media provides teachers and students alike to become world changers.
Digital technology is certainly a powerful tool to drive change, make a difference and so on. However, I think it is also a useful tool to use when encouraging students to think critically. Certainly, intuitive programs such as Animoto can be used very easily and quickly in subject such as history to teach cause and effect by using primary sources that are both visual and text based. For visual learners, watching a quick video and making sense of the role people, events and ideas play in changing the course of history is powerful. There is much to be said for the importance of technology as one of many tools a teacher can use to foster thinking. There is also much to be said about sitting on the floor with crayons and butcher's paper, teaching critical thinking!
Dr. Bruniges' statement therefore resonates with me simply because no new and shiny toy can replace the human being who stands or sits or dances in a classroom, who has a genuine care for their students and who is passionate about their subject. It is these factors that inspire and motivate students.