As much as you’d like to believe there are only two crowds here — one crowd of competent ed-technophiles and another of ignorant ed-technophobes — there is a crowd of teachers milling about the faculty lounge that gets this stuff, that enjoys this stuff even, but that needs a sales pitch less emotional and more practical when it comes to classroom integration.
Enter Dina Strasser’s seven skeptical questions, which lays our inner monologues out for everybody else. I swear, if y’all would just read and link and del.icio.us this up, I’d never have to write about my classroom tech reservations again. Hers are that comprehensive.
- Does this value-added, teacher-independent learning relate DIRECTLY to my content objectives and standards?
Sorry. “Universally related” or “indirectly related” just doesn’t cut it—this is the open door for uncritical idolatry. For example, I have never understood the lumbering Godzilla-like argument that because our kids are “digital natives,” we should de facto use tech in school. Why? If using tech is as natural to them as breathing, isn’t this like asking us to teach kids to breathe?
If you’re a tech coordinator, -evangelist or -salesperson, you’d do well to read the rest and realize that, if you can’t sell your particular product [Twitter, Skype, Ustream, whatever] to a tech-savvy teacher who has outlined her every objection in advance, then you will find deaf ears everywhere else as well.