Pretty engaging article here. Folks are questioning the degree to which technology in the classroom improves education. That’s no longer a new consideration; people have been looking at that for the past few years.
Of course the overlooked obvious point is that technology itself – simply by being placed into the physical space of the classroom – does nothing to impact learning. Without a change in pedagogy, the technology is a lifeless addition.
Here, Bretag reminds us to be wary of simply replacing teacher-centered instruction with teacher-centered technology. He examines the perspective of teachers & students in a typical classroom. Students see the teacher surrounded by a tech rich environment, with computer(s), projector device, hand-helds, etc. The teacher looks out at students seated at desks, in rows, with paper & pencil in hand, reading traditional, static text books.
So when we apply that same examination to our own classrooms, what’s the verdict? GCPS has been regarded as a progressive leader in the employment of instructional technologies. Are our students given the same tech rich experience?
My answer is yes. But we can do better. As we propel our use of the G21 learning model, we take great steps toward engaging our kids in the kind of tech rich learning environments that actually make a difference. G21 is not about using technology. It’s about using good instruction. And good instruction in the 21st century usually involves using 21st century tools.
It’s encouraging to me as I encounter national perspectives on the integration of instructional technology to affirm that the GCPS technology team has us right on target. Each G21 project is another step toward student-cenetered instruction. I’m looking forward to seeing more & more GCPS classrooms take those important steps this year.