So let’s get something straight: There REALLY ARE right and wrong ways to drive technology integration efforts in schools — and there REALLY ARE schools and districts wasting tons of time, cash, and political good will by “investing” in digital tools and services without ever changing learning spaces in a meaningful way.
That’s sad, y’all. Not only do we lose credibility in the eyes of the general public when we botch technology integration efforts, we lose credibility in the eyes of the kids in our classrooms.
Can we REALLY be surprised when critics openly question our profession when they pony up tax dollars for tools that have almost no perceptible impact on the kinds of outcomes that our communities care about? More importantly, can we REALLY be surprised when our students openly question the value of school when the work we do IN our classrooms rarely resembles the kind of learning done OUTSIDE of our classrooms?
To help all y’all think through the quality of the technology integration efforts in your school and/or district, I whipped up the following set of fictious scenarios:
They describe the technology integration choices made by five different educators. My thinking is that readers will work in groups to read the scenarios one at a time. For each scenario, readers are asked a reflection question designed to force thinking around just what good technology integration is supposed to look like in action.
Is there a way that you could use these scenarios to prompt thinking in your setting?
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