Monday, November 3, 2014

Technology as an either or proposition

Recently I have been part of several meeting where participants tried to paint the integration of technology in schools/classrooms as an either or proposition.  The use of technology was seen as an agent to end to face-to-face interactions and furthermore, that important personal connections would dissipate as access became widespread.

I never understood this caustic view of technology.  I'm not sure if this view stems from fear of change or results from a lack of  understanding on how technology and physical exchanges can coexist in the same learning environment.  Leveraging technology in classrooms and even outside of schools by students does not signal the end of interpersonal skills.  Instead, for example, physical collaboration in the classroom and sharing ideas via an online learning network both hold a place of importance as one constructs knowledge.  The more important and productive discussion should center on how both the physical and virtual worlds can serve as tools students organically access to help construct meaning.

While listening to the either or proposition I thought about NCTE's Framework for 21st Century Curriculum and Assessment (benchmarks provided below).  What it means to be literate has been reshaped by the ways in which technology is applied by a community of global users to communicate, collaborate, create and develop.  If we want students to embody NCTE's definition of literacy (personally, I cannot see why not) than the use of technology needs to be embraced.  The conversation should no longer focus on what is lost or at worst doomsday predictions in regards to technology.  The conversation should encourage educators and students to think about what is possible when access and the ability to connect is readily available to all.

Context for NCTE’s 21st Century Literacies Framework
The NCTE definition of 21st century literacies makes it clear that the continued evolution of curriculum, assessment, and teaching practice itself is necessary:

Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Active, successful participants in this 21st century global society must be able to
  • Develop proficiency and fluency with the tools of technology;
  • Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;
  • Design and share information for global communities to meet a variety of purposes;
  • Manage, analyze, and synthesize multiple streams of simultaneous information;
  • Create, critique, analyze, and evaluate multimedia texts;
  • Attend to the ethical responsibilities required by these complex environments.