In Annie Murphy Paul’s article “Freedom, digital distraction and control” she writes about three approaches to “conquering distraction” in the classroom. While reading her article I was thinking about my current professional development trainings and which of these three approaches best describes my classroom atmosphere. I then began to reflect back on my days in the classroom and realized that if that were still my job I would probably be doing things differently for my students than I do for my peers.
When I am working with my peers I incorporate what Paul refers to as the “self-control” approach. I do not force my attendees to follow my lead or participate. My thought process is that they are in my PD session because they had a desire to learn about the topic; therefore, they are “self-motivated, self-aware and … intelligent enough to impose their own … solutions to digital distraction.” I see my job as to make the PD interesting enough for them to self-impose the “self-control” approach.
It has been over five years since I was in the classroom. When I was working with high schools students I definitely “controlled by authority.” I felt it my responsibility to establish classroom rules as they related to acceptable behavior with the technology. At that time I did not allow cellphone in my classroom. As a matter of fact, if they brought their cellphone into my classroom and I saw (or heard) it, I would confiscate it and the student had to pick it up from the discipline principal. My, my – “the times they are a changing.” If I were to go back into the classroom today I would probably be inclined to use Paul’s “control through technology” approach at the start of the course. I still feel that I would need to establish rules and utilize the tools that are available in today’s technological world to “nudge students in the direction of desired use” at that time. However, I would make it my goal that students would learn to “self-control” after gaining understanding of my classroom atmosphere. I do believe it is possible to reach the “self-control” level; however, I do not think this can be done from day one. It is a process and as I said early, it would be my goal that by the end of the course my students could utilize the “self-control” atmosphere effectively. After all, it is what we all do in our respective careers, isn't it?
Each day, when I go to work, I incorporate a great deal of strategies and tools just as I am sure you do. There is never ONE right way or ONE only way to do my job. In addition, as soon as I complete ONE task it leads to another…. K-12 education should be the same. As an educator, if I want my students to have real world experiences, I must provide them. Technology integration is a huge part of that real world experience. If my students are going to have these experiences parents will be a very important stakeholder in helping me integrate the technology.
In order for parents to jump on this technology integration bandwagon it is important that they understand what technology integration is and what it is not… In order for parents to have this understanding the following needs to happen:
- Parents need to be part of the conversation from the very beginning. In other words, include parents in the planning stages, long before you purchase the technology or have a plan in place. If parents feel like they have ownership, they will go to bat for you with other parents and students.
- Parents need to realize that the technology will not replace the way that things have been done in the past; it will, however, enhance how things are done. My guess is that when parents go to work they do not do everything on a computer. Each day, it is my decision as to how I will achieve the tasks I have been given. Some I choose to complete using my technology, others are quicker to complete using the old tried-and-true methods prior to technology. Parents need to understand that your goal is to teach students how to make the decisions as to which way they wish to complete the task. This is a huge part of developing critical thinking skills.
- Parents need to know that their child is safe. Today, it is common place for them to hear stories about young adults that have fallen prey to online predators. It is important to have a plan in place that teaches students about digital responsibility. How to protect themselves while using the technology that has been entrusted to them. Digital responsibility is not intuitive, even when the user is a young adult. This plan needs to be shared with parents so that their worries can be put at ease.
It is important to note that even with the above mentioned suggestions, technology integration will not be a smooth ride; there will be bumps along the way. Technology is ever changing; therefore, technology integration is a journey, not a destination.
