As much as you’d like to believe there are only two crowds here â€” one crowd of competent ed-technophiles and another of ignorant ed-technophobes â€” 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. â€œUniversally relatedâ€ or â€œindirectly relatedâ€ just doesnâ€™t cut itâ€”this is the open door for uncritical idolatry. For example, I have never understood the lumbering Godzilla-like argument that because our kids are â€œdigital natives,â€ we should de facto use tech in school. Why? If using tech is as natural to them as breathing, isnâ€™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.