When we talk about technology uses in schools, we must also talk about issues of power, authority, and control. Today's students, for the most part, experience technology as an integral part of their lives. Teachers, on the other hand, might reluctantly acknowledge the idea that their students are what Prensky (2001) referred to as "digital natives", but not all teachers (or parents) are convinced that technology uses for learning are an inevitable outcome. And some of that resistance emerges from a sense that technology exposes kids to ways of learning and potentially harmful ideas that are beyond the control of a classroom facilitator.
Take a look at the two videos suggested by class colleagues (on the links menu) and then consider again. Is technology inevitable? If not, how does a teacher control what kids access and learn outside of the school day? Should teachers take the deliberation about authority, power, and control public with their students?
BTW, For more on the term digital native, see http://www.ascd.org/authors/ed_lead/el200512_prensky.html
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–2. Available: www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Sunday, February 10, 2008
Power and Control
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1 comment:
Technology isn't only inevitalbe, it's here! I see some of the most important roles for teachers now as being to learn all they can about how students learn today and facilitate that. It means that they will have to get out of their comfort zones, take classes, use technology integration specialists (if their district has one)- whatever it takes to learn as much as they can. It is a whole new learning curve for "older" teachers. Teachers need to know that they don't have to be afraid of the fact that their students know more about technology than they do. Learn from each other!
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