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When teachers don’t need technology

Instead of saying teachers should use technology just because, the message should be one of truly preparing students to think creatively

Any number of articles, studies, and research topics will tell you that students need technology in the classroom. We live in the digital age, they are natives, and as educators we need to meet them where they are–on Instagram, on Twitter, and on the internet.

For this to happen, teachers must make room for technology in the classroom, through class websites, blogging opportunities, and allowing personal devices in the learning environment. Teaching methods need to adapt to this new era.

But, what if they don’t? What about teachers who post consistently high test scores, have seemingly engaged students, and enjoy great success in the classroom without technology? How is it possible to convince those educators that 20th century practices are out of place in the 21st century?

Old-school may not be entirely out of place, and it is important to remember that children are not guinea pigs. Education is slow to change for a reason; we use methods that are proven and time-tested, to ensure best educational practices. Cutting-edge in the private sector does not translate well into an educational setting, where drawbacks and missteps may not be evident for years to come.

That does not mean there is no room for new-school initiatives.

(Next page: Preparing students to think creatively and a video of technology’s role in the classroom.)

There is no reason to believe that a blog post here and there will disrupt ingrained teaching practice to the extent that high-flying educators should refuse to allow it in their classrooms. To convince teachers to adapt to new and changing methods of delivering instruction, and to reassure them that test scores and student achievement will not suffer, perhaps the approach needs to change.

Instead of telling teachers that technology should be allowed in the classroom just because, the message should be one of truly preparing students to think creatively and collaboratively using the tools they will be using outside of the school building.

Although these teachers may enjoy great success with paper-pencil, direct-instruction activities, that success will not necessarily translate into the kind of learning that will prove valuable after the school bell rings.

The argument here is not about test scores or student engagement. The argument is about real-world application, using 21st century tools. Students who are not adequately prepared to adapt to a changing world will not be ready to fully live in and profit from it.

When teachers model adaptation, innovation, and a willingness to continue to learn, then students benefit regardless of the method of instructional delivery. Our focus is on the future, and on the best way to prepare students for a world that we cannot predict. When that happens, then there is no reason to argue against technology.

Watch this clip of Teach For All CEO Wendy Kopp discuss the role (and limitations) of technology in the classroom.

Andrea Jones is a technology specialist in Virginia. A former French teacher, she currently supports technology integration in a middle school.