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SmartBoards… not the last word in technology integration.

I’m sure it’s been written about before, and I’m sure I’m not the first to feel like this needs to be stated.  Nevertheless, I have to say it.

When talking with educators about using technology in schools, I’m constantly confused by the notion that SmartBoards–or other interactive white boards–are the epitome of integrating technology in schools.

The question that needs to be asked is not, “What ’stuff’ are you using in your classroom to integrate technology?” but “What thinking skills are you using in your instruction, and what technology are you using to support it?”

In essence, SmartBoards are an evolved form of a blackboard, whiteboard, or even overhead projector.  I think most would agree that presenting information is not the same as getting kids to manipulate and process information in new and meaningful ways. So using a SmartBoard with its galleries of visual tools is an example of using technology to enhance the presentation of material, but doesn’t do much for getting kids to think differently about the content they’re meant to be learning.

With that said, SmartBoards certainly have their benefits for teachers.  And for teachers who already provide activities that actively engage students in high level thinking skills, the SmartBoard can serve to enhance their work.  What troubles me is the assumption that the presence of a SmartBoard and ceiling mounted projector transforms a classroom into a model thinking environment.

Evolution: Chisel to Pencil, Pencil to Keyboard, Keyboard…

I had a long commute today and had the opportunity to catch up on some past podcasts by The Tech Teachers (I can’t remember which episode, but it was in the late 30s or early 40s). One of the topics discussed was downplaying an emphasis on handwriting and focusing more on typing and computer skills.  Ray and Hollye agreed that handwriting, specifically printing, should be taught at the elementary grades, but that students also need to be focusing on typing.  During their conversation I got the sense that this is seen by some as an ‘either or’ scenario, and the question of whenone should be taught or downplayed came up.  For me the answer to this question comes from watching technology grow, what I know about neurodevelopmental weaknesses in some students, and a belief in student choice and differentiation.

Six Degrees of Information: The Potential of Wikis

For a while the difference between blogs and wikis has been apparent to me, but the purpose behind each on in education has taken some time for me to work out.  I think the key is really seeing great examples of each medium and going from there.

Wikis, for me, are pretty exciting because they are truly a blank slate or playground for developing content and building on that content.  When I think about Wikipedia and other wikis, it reminds me of the game “Six Degrees of Kevin Bacon.”  If you’re not familiar with the game, the challenge is to think of an actor and try to link him/her to Kevin Bacon through their roles in movies and their relationships with other actors.  The idea is that any actor can be eventually linked to Kevin Bacon even though the two may not have ever been in a movie together.  In the end it paints a picture of interconnectedness.

Blogging: What makes a blog a blog

A blog is often defined as a website.  Just a website.  And in looking at the seemingly endless examples of websites referred to as blogs, this may not be an inaccurate description.  Examples of sites calling themselves blogs range from diary entries, homework posting, logs of the foods people eat, and displays of photographs or other artwork.  Although these sites are undoubtedly ’web logs,’ they lack the act of blogging and are not truly blogs.