8 assumptions you need to make about using classroom technology

Assumptions, in handwritten notes, explained below (just in case… 😉 !)

In July, I teach two face-to-face technology courses for local secondary school teachers working for the Education Department of the Generalitat de Catalunya, the dates of which have just been confirmed for this summer.

In doing the spring cleaning here on my blog, partly in preparation for the summer, I came across the image above, of handwritten notes I made about this time last year, on the assumptions I make about using — or rather not using — classroom technology.

For anyone struggling with my handwriting (!), here's what the list says, with the notes expanded and commented on:

  • It's NOT the teacher but the learner that's using the technology which, among other things makes it less stressful for the teacher and puts the focus on the task and interaction not on the technology. In other words, as far as possible, technology is something that should be used for language learning rather than language teaching
  • There are lots of things that technology has NOT changed, for example you will still want linguistic aims  and language practice — lots of language practice! If the use being made of technology induces a lot of clicking and passive watching, but not much communication and active use of language, then technology isn't moving us forwards, in other words!
  • All classrooms should be creative spaces — and because technology, including mobile phones, allows us to do things like create text and images (both photographs and video) and audio [see the posts on podcasting here on this blog], we should exploit those possibilities and have our learners create such things
  • Simple is better — by which I mean that I never attempt to do, or ask my learners to do, anything complicated with technology. I never edit audio or video (at least not for class), for example, and never ever waste class time having my learners do that. It's far better — from the learner's point of view — to rehearse properly and, if necessary, to re-record as the return on investment is so much higher

It's wrong to copy and paste!

  • It's wrong to allow  students to copy and paste from Wikipedia [etc]. In designing tasks for my learners to do that will require them to use technology, I try to ensure that the answer is ungoggleable and not to be found on Wikipedia. I also always point out that copy-and-pasting from Wikipedia (or anywhere else) is an automatic zero for any assessed work. Copy-paste-cut-quote-and-cite is fine, copy-and-paste is not — because it requires neither thought nor understanding, nor any manipulation of the language, which is where learning occurs.
  • It's wrong to steal images from Google Images — both for the teacher and the learners, that is. As far as the teacher is concerned, I believe we should use fewer, better images; and as for the learners, they have the technology in their pockets to take (and find) their own images, which are of far greater interest to them than 99% of what you could find for them on the Internet. Again, I always try to design tasks that cannot be illustrated with the aid of Google. A pet hate of mine: an imaginary webquest trip to London or New York, illustrated by theft.
  • Creative Commons images are also not a good idea, for the same reasons. A Creative Commons licence may solve your problem of copyright, but it's not making your classroom a creative space and, though it may provide a modest amount of pride in our search skills, is not providing the learners with any real sense of pride in their own project work — an essential ingredient of motivation ("We made all this!")
  • It's impossible (and counter-productive) to attempt to correct every mistake. One of the most frequently-asked questions I get: how do you correct all the errors learners make on places like blogs and Edmodo? The short, simple answer: I don't! As a teacher it's not primarily my job to correct every error that arises, as if errors were cockroaches to be stamped on. It's not my job to correct my learners' language, it's my job to make their language better, by providing help as much as "correction". Here's the long answer to the question.

As you can see from the illustration at the head of this post, these were originally notes handwritten on a sheet of paper taken from the trash bin. They were merely thoughts jotted down, here somewhat expanded, but never intended to be a complete list.

What have I missed, do you think…?

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4 Comments

  1. Privacy? It's a HUGE issue at my school and with young learners.

  2. Yes, thank you, Kim. I totally missed that — and think it's a vital one. Obviously with young learners, but also with adults, who I think are generally more willing to participate in things like blogs, etc., if they think you've done what you can to secure their privacy.

    Edmodo (brilliant for its privacy), making Google+ Communities private ones when you set them up, making blogs "members only" that can read them — I always recommend those things, partly because they don't involve sharing your private life (or that of your learners) with everyone else.

    Another tip learnt from experience: avoid using the phrase "social media" when you suggest a project that may involve using social media: it seems to frighten some adults off!

  3. Good news for Generalitat teachers!!Thanks for the announcement.

  4. You're welcome (Carme, right?)!

    Not sure when enrolment opens for it (that's not something we do), but I guess you'll all get that info anyway via the usual channels.

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