There are a number of phrases that we use in our ed tech speak that, though useful in some contexts, might actually do more harm than good. One is Integrating Technology or Technology Integration. I’ve talked this one down for years, that it isn’t about integrating technology, but integrating the digital skills that are a crucial part of contemporary literacy. Integrate the skills, and the tech has to come along.
Another one that I’ve heard frequently over the past weeks, that does continue to have some value, is Technology is a tool. There’s nothing really wrong with this one. It hopes educators along the way of understanding that it isn’t technology for technology’s sake. It is just a tool. I guess what I’ve come to believe is that technology is not just a tool, it is the tool. I could go so far as saying that anyone who is practicing information/literacy skills without technology, is practicing obsolete skills. That isn’t entirely accurate yet, but it’s where our lessons should be.
When I was struggling with what to do with all the Radio Shack Model III computers my school, back in 1983, computers for which the district had bought no software, I did the only thing I could. I taught myself how to program so that I could create activities for our students.
One program that I wrote was called Trucker Geography, and it ran like this:
- You would start in a state, randomly chosen by the program. ..and I have to tell you that making a map of the U.S. with a TRS-80 Model III was a challenge and a half.
- You would receive an order for some commodity to be picked up and delivered to another state, also randomly selected.
- You used an almanac, a book that accompanied each computer, to find a nearby state that produced the commodity.
- Then you drove to that state by typing in the names of each state that you would drive through in order to get there. You had to spell the states correctly, and the more time it took, the less money you made.
- When you reached that state, and loaded the cargo, you drove to the target state, once again, by typing in the names of the states you would drive through.
There were four instructional goals for the program.
- Students learned the relative locations of the states on a map.
- Students learned to spell the names of the states.
- Students learned about the economic importance of the states.
- Students learned to use an almanac.
We were using the computer as a tool to help students learn to do things that we were, by and large, still doing on paper. We were using computers to continue the paper training of our children — and these tools were pretty good at it.
Today, however, computers are THE tool. Computers and the Internet are today’s information landscape. It is where we manage commerce, communicate, play, and access information, even the information we use to look up in an almanac. Twenty-eight years ago, those sixteen kilobyte computers were useful tools for helping children develop what were still paper-based skills
The disturbing question today is, “Does paper represent an adequate tool for learning skills related to a digital networked information world?”
If not, why are we acting like it does?
Image Citation:
Beale, Scott. “H2K2.” Laughing Squid. 18 Jan 2007. 19 Mar 2007 <http://flickr.com/photos/laughingsquid/361774183/>.
Agree — to disagree — yet, I agree (smiles)
As a wrench has a different job than a screwdriver — and a car has different abilities than a skate board or bike — they still are all tools……….
and perhaps that is what I am thinking of when I say “Tools of Tech.” Grins, I think I have looked over the obvious — which is the computer itself — and am seeing the tools which is holds inside — such as Word Processing, Graphing, Illustration, Web Design and more —
You are right — the computer is not a tool — it is an Open Door to possibilities.
Hugs
Jen
I don’t really consider myself to be a “tech guy.” I don’t program, and my trouble shooting skills require a lot of time to see any success. I always come back to something that I you said several years ago: (to paraphrase) “it is not about the light. It is about what we can shine the light on.” Computers can completely be used to replicate paper based skills. But, if they are being used that way, use the paper instead. It is cheaper and easier. We need to be using our machines to do things that are different, that are not possible without them. Forming networks between students and teachers, obtaining information using RSS, telling stories, and getting our voices heard. Computers can make learning different, but simply having them and using them to replicate what we were doing before, does not do that. It requires massive change in classroom pedagogy, which we are still learning about.
Dave,
Also remember that paper is an inflexible medium which presents obstacles to students with learning challenges. Richard Wanderman calls tools like paper “mistake intolerant” – make a mistake with paper and you typically have to start all over again. (How many times have you seen kids rip holes through their papers due to erasures?)
Technology is “mistake tolerant,” and flexible – you can attach a voice to the information and students with reading difficulties now have access to the grade level curriculum.
So, in addition to what you argue, I add that technology is the great equalizer for students with learning struggles/disabilities/challenges, whatever you want to call them. (Our non-traditional learners.)
Does the education system represent an adequate tool for learning?
If not, why are we acting like it does?
=)
Light-hearted comment.
Yikes! In my district, my title is “Technology Integration Coordinator.” Do I need to go to the Board of Ed to request my title to be changed to “Digital Skills Integrator”?
Absolutely, I believe paper represents an adequate medium for learning (many) digital networked skills. That’s because some online skills are exactly the same as the offline ones we grew up with: spelling and grammar, the ability to express thoughts in a coherent paragraph, and reading comprehension.
However, I think we need to move between the electrons and the dead trees regularly. Some of those online skills just can’t be taught on dead trees. Writing with hyperlinks comes to mind as a prime example.
Hmm, I was thinking over the paper vs. digital conundrum today in my class. I have students doing a lot of work on the internet now, especially project-based, and creative work. With one recent project I was having them write up a list of inalienable of children (we’re studying the American Revolution), so I asked, do you want this on a paper chart, or on the website? They wanted it on both. I’m noticing that as we’re doing more online work, my walls are a bit bare. There is something immediately accessible about charts to the whole class during the majority of the school day. Until there are smart boards all over my classroom, that will probably be the case.
Also, I’m having the students do picture squares to put together as a class quilt. I’ll have one on the wall, and an online one using flickr.
I prefer Seymour Papert’s metaphor, The Computer As Material, as compared to it being viewed as a tool. You may read Papert’s important discussion of this topic, here:
http://www.papert.org/articles/ComputerAsMaterial.html
This discussion seems to be timeless. Robert Taylor wrote an important book on the subject, The Computer in the School: Tutor, Tool, Tutee, back in 1980.
Find the book…
http://www.amazon.com/gp/redirect.html?ie=UTF8&location=http%3A%2F%2Fwww.amazon.com%2FComputer-School-Tutor-Tool-Tutee%2Fdp%2F0807726117%3Fie%3DUTF8%26s%3Dbooks%26qid%3D1174378001%26sr%3D1-2&tag=resourcesforprog&linkCode=ur2&camp=1789&creative=9325
or
http://tinyurl.com/yv3unc
Papert even introduced a more whimsical metaphor in his article, “Computer as Condom.
http://www.papert.org/articles/ComputerAsCondom.html
I would be most interested in reading what others think of these articles.
In my mind, computers can be THE TOOL, as long as the student is not cheated out of acquiring the basic skills to complete rudimentary tasks without it. I love using Microsoft Word to type letters to parents, but I have found that relying on spell check can be dangerous. It is even worse for our students….many never learn how to correctly spell, since it is so easy to mispell and then use autocorrect, not to mention the number of incorect uses of ‘there’, ‘their’, ‘to’, ‘too’, etc. Math skills are even more prone to ignoring with complex spreadsheets and formulas and advanced graphing calculators. A friend of mine once told me that some of his calculas kids could graph complex equations using the computers, but couldn’t do multiple digit division by hand.
To me, the computer increases productivity, but I want our students to be capable when the power is out as well.
David, I think it’s dangerous to put too much of an emphasis on the importance of computers. At the same time it’s dangerous to put too much of an emphasis on paper. As educators the emphasis needs to be placed on the children and their ability to think critically and creatively about important ideas. Independent thought is also an important virtue, but too much independence is not. Students must be able to collaborate with one another – for it is the collaboration that furthers our knowledge and our ability to accomplish objectives. Today, the computer and everything that goes with it offers far better tools for collaboration than paper. But it’s the people that matter. Tomorrow the computer, as we know it, might become obsolete and something else could take its place that works even better as a promoter of collaboration. If we place too much emphasis onto the computer it will be as difficult to leave it behind when the time comes as it is for many people to leave paper behind today.
Andrew Pass
http://www.pass-ed.com/blogger.html
Hi David
Interesting comments so far.
I like the one from Andrew best so far.
Each comment reflects something of the person who wrote it and that is fine. We all speak from where we are in our own journey. The one from Andrew touches at the heart of what I see in your question.
To me it is more about “What is the learning?”
We can all recall moments when we saw that look on a learner’s face (age regardless as we are all lifelong learners) when there was an “aha” happening, the recognition of idea/concept/skill/connection… most cherished in the moments of the younger generation we care for but equally prized by older ones who are continuing the adventure of life.
Seems to minimise the medium for me: paper/clay/computer/oil/etc seem less important than the person and the revelation.
Just my Oz 5c worth
Phil
Webster defines tool as “something used in doing a job, a means to an end.†Computers certainly are capable of assisting in completing a task. What is important in education is that we have a clear definition of what the finished product is to be. Have we agreed on that?!? I would be hard pressed to know what tools I need until I know what it is that I am trying to create.
Since we don’t know what the future will hold, we need to prepare students to be able to adapt, grow, and change in a changing society. Right now, that involves using computers as tools but does not limit us to only using computers or using computers at the expense of paper.
You make a very good point and one that I agree with when you say that “skills” need be integrated first and the tech will follow. I think many schools believe that integration of technology is simply buying the newest and latest equipment and installing it into their classrooms. I believe that many times during this process they forget that they also need to concentrate on the training and skills of their teachers in order to be able to implement and use this “new” technology so that the schools,educators, and students can attain the maximum benefits this technology brings to the classroom. I also see technology as “The Tool”.