Technology in the Classroom

I enjoyed watching this week’s video, mostly because it was not what I had expected. I had assumed that the video would focus on techniques that teachers are already using in the classroom, but instead the creator (of the video) decided to allow student’s the opportunity to express their own opinions related to the use of technology. Although I agree with Audrey’s comment that the video is very aesthetically pleasing, I also have to acknowledge the validity of Troy’s skepticism. I have a hard time believing that the children featured came up with the tagline “engage me,” and question the “authenticity” of their written comments. Surely, these students may actually have developed the concept of this video themselves, but I think that this is highly unlikely. I do not, however, question the clear “facts” presented in this video related to individual student achievements. I am sure that the student who said he blogs actually does blog, and that the boy who claimed to have shared his podcast at a national conference truly did so.

My biggest issue, I guess, is that the students featured do NOT seem to represent the average primary school student, especially in this country. Each student pictured advocates for the use of technology in the classroom not because he or she simply wants to play on his or her iPad, but rather because he or she believe that the use of such devices will enhance his or her learning experience. Quickly think to yourself, how many primary school students that you know would ask to use their iPhones, Ipads, Gameboys, etc. so that they can become “world citizens” and enrich their overall academic experience? I can only think of a few. My point is that the video seems to present a rather elite group of primary school students who certainly benefit from the use of technology in the classroom, but such access to technological devices may not work for the “average” student let alone a below average student. Putting Ipads or tablets in students’ hands (especially elementary and middle school students) during class time seems like a distraction. I feel as though the majority of students will focus far more on the technology they are using than they will on the information that they are accessing with that technology.

My criticism of the video, however, does not mean that I am against using technology in the classroom. On the contrary, I think that technology can be an incredible asset to learning, and can help students connect to our now much globalized, network-heavy world. My article focuses on the use of wikis for collaborative writing, and stresses the idea that such practice can actually enhance second language learning by allowing students to form a network-enhanced learning community. By being able to write collaboratively (meaning that a group of students shares a communal writing space, like a wiki, and then can work to edit/revise that space as a group), students are able to learn from each other and help one another to improve language accuracy. Writing becomes a positive, lower-anxiety task, and students develop much more of a community than they would in a traditional classroom setting. I like the idea of the wiki, and imagine that using a wiki for collaborative writing may be a very interesting tool when conducting an online class, for example, especially when students may not be from the same state or even country. I cannot imagine how exciting it would be to work on a collaborative writing project with students from across the country and the world, in which each individual has an equal opportunity to contribute. Students would not only aid each other in improving language accuracy, but will also be able so share and discuss very diverse ideas.