Cautiously Shifting

Having grown up in the Middle Ages, well not quite that long ago but close, my experience with technology was quite limited as I began my journey into the field of education. It wasn’t until the mid-1980s that I even had regular access to a computer. The operating system and connection to the World Wide Web, as it was referred to then, was archaic, making it possible to walk away from a search for a significant amount of time before an actual connection to a website occurred. Of course that has all changed with the arrival of fiber optic cables and the like. As time passed and with a husband in the computer field, I was always being exposed to new-fangled advances in technology. Truth be told, I didn’t really appreciate this until I began watching my own children use various technological gadgets at home and in school.

When I first began my course of study as an adult learner, I had experience on my side, or so I thought. What I didn’t realize is that even though my husband and my children were quite technologically savvy, I wasn’t nearly as well versed. The first course up was a computer class to bring me up to speed with basics like Word, Excel, PowerPoint, email, etc. Since that first computer course thirteen years ago, I am now fully capable of using all of these tools, and then some, having participated in many online courses through my journey with various levels of expectation. I am also quite comfortable helping others trouble shoot problems which helps me become more and more competent.

So given my experience, why do I continue to have mixed feelings about allowing students to use some forms of technology? While many would disagree with me, some technology creates an atmosphere that an instant result can be achieved for just about anything attempted, giving at least younger students a false sense that everything is easy or can be done quickly.  I believe that with the use of technology comes a responsibility that students must first achieve some basic understandings, reading competencies, social skills, and the understanding that not everything can be done instantly. Though I sometimes have mixed feeling about technology’s place in the classroom, I have no problem choosing or using the forms that I feel will benefit students most.  My hope is that I can teach them that there is a time and place for everything, even technology. I feel it is important to reinforce the fact that not everything we do requires technology to complete it and offer reasonable alternatives when the situations warrant it.  

As an educator my principle goal is to ensure that my students attain the skills that are necessary to question when appropriate, persevere when challenged and achieve happiness while striving for productive happy lives.  If this requires the consistent use or exposure to various types of technology, “I’m in” with the understanding that whichever choice I make is always made with the best interest of my students in mind.