I’ve had the opportunity this past year to attend several workshops and conference sessions focused on innovative uses of technology in the classroom. I’ve been excited and inspired by the ideas, activities, strategies and suggestions for using technology in meaningful, engaging and thought-provoking ways with students.
These are the kinds of learning opportunities all students (and teachers) should be engaging in and benefiting from. These are not experiences designed solely for the purpose of using technology. Nor have they been designed exclusively for the adventurous, the extraordinary or for those with too much time on their hands. These are experiences designed for content-rich, level-appropriate learning opportunities that incorporate technology.
Yet, in nearly every session I’ve attended, a handful of attendees have commented on challenges they face either with getting technology into their classrooms, or with being able to fully utilize the technology they have. The challenges mentioned include things like inconsistent internet access, restrictive internet blocking, lack of training, lack of training on devices, lack of time for training, lack of technology plans, lack of technical support, and lack of funds.
A handful of situations where challenges like these exist may not seem like much of an issue, but I wonder how many students are being impacted by each of these situations? Even a handful of these kinds of potential barriers is too much. A barrier is still a barrier for the person(s) being impacted.
This has caused me to think deeply about the disparity that exists between technology-rich and technology-less environments. It doesn’t mean that an impressive and powerful learning environment cannot exist with little or no technology. Nor should we assume that wherever technology is plentiful, the learning will be guaranteed and abundant. However, it does mean we have not yet reached a level of equitable access to technology for every school and every classroom. While I’m sure we can’t afford to be okay with this status, I certainly realize the magnitude and complexity of a viable solution.
Likewise, I’ve been thinking about the notion of ensuring equitable access and equitable use of technology for every single student. As in:
All students should have access to technology that allows them to learn and survive in the ways they need.
All students should have access to current and emerging technologies and to technologies that extend their own thinking about ideas, experiences and the world around them.
All students should be able to use these technologies (not just have access to), as much and as often as needed, with the level of proficiency needed, and in ways that provide similar experiences with the technology as their peers are able to receive.
All students, not just some.
When I think about the question “So what do we do?” I realize there is much that can be done, no matter the particular circumstance. There is always a best next step. One great starting point is to consider what technology already exists and explore how it can be used to improve students’ (and teachers’) lives. No matter what your current situation is, it’s important to clarify (and share) key thinking around the following kinds of questions:
What does it look like to use technology in the classroom in such a way that it becomes meaningfully infused into students’ lives?
What message(s) will we send to students and others by virtue of the technology we use - or don’t use - in our instruction and daily life?
What measures can we take as we design instruction that will incorporate the use of technology to enable and encourage students’ thinking?
Moreover, the best suggestion I can offer anyone is to call upon the expertise, resources and support available through PATINS-ICAM Project. Services are at no cost to Indiana public/charter schools & educators. So borrow an item, seek an in-class consultation, submit a request for refurbished tech; you can request services just because! (No IEP required.)
Here are highlights from my own learning opportunities with PATINS-ICAM, but you’ll want to discover these and others on your own:
Let PATINS help with your best next step!