I vividly remember getting my first iPhone. I went to the Verizon store with my mom the summer between my freshman and sophomore year in college and I convinced her that the Blackberry was outdated and the iPhone would give me the opportunity to "research stuff in class when my laptop died." It worked--I was a proud iPhone owner and the world was at my fingertips. At first, my searches were academic based; every now and then I would use my phone to search up the score of a football game or the address of the closest Pizza Hut, but I had to be contentious of my data since I shared a cell phone plan with my mom, dad, and two greedy [older] brothers. The only app I had on my phone was a game of sorts along with my school email; it was not until my senior year in college Twitter and Instagram became popular (I honestly feel so lucky that I did not go to high school or college during the days of constant social media, SnapChat, Instagram, and Twitter).
According to the article, "How Teens Do Research in the Digital World," 64% of teachers say students' technology becomes a distraction in the classroom. Technology is a double edged sword in the classroom. On one hand, we ask students to research, think critically, and communicate via the internet; however, we also have to discipline students who are getting off task or can't manage to put the phone away. Technology is easily distracting; there are so many catchy photos or interesting article headlines to tempt us away from our original plan of internet action. However, I find myself doing the same thing when I have the web pulled up in front of me. I consider this one of the greatest similarities I have with students and teenagers. I will sit down to complete an article critique, start typing my paper and then I will begin thinking about dinner... which then leads me to Google recipes... which then redirects to Pinterest (which, as we all know, is a dark and endless abyss for women in their mid-twenties). The internet, as wild and free as it is, takes a tremendous amount of self-control and discipline.
Additionally, the creation of the powerhouse of the internet, Google, has helped turn a monumental leaf in the world of technology. Google gives students the "illusion that all answers are within reach, even if they're not" (Heick). Being an English teacher, the majority of my discussion questions can only be answered using free thought and creative minds; however, my students still figure out a way to [attempt to] Google it. Some of life's most important moments are spontaneous and unplanned, there is no time for Google. Google has become a wheelchair for the human mind when its purpose should be used as more of a crutch. But who am I as a teacher to tell them when, where, why, and how to Google when I use the search engine for lesson plans, or community forum, or YouTube clips? How do I explain that my Google searches are more imperative than theirs? I find myself criticizing my students for their dependency on the internet when in reality, I know I am just as guilty. Then again why is the use of the internet always seen as a guilty crime?
Who knows--perhaps I should Google it.
According to the article, "How Teens Do Research in the Digital World," 64% of teachers say students' technology becomes a distraction in the classroom. Technology is a double edged sword in the classroom. On one hand, we ask students to research, think critically, and communicate via the internet; however, we also have to discipline students who are getting off task or can't manage to put the phone away. Technology is easily distracting; there are so many catchy photos or interesting article headlines to tempt us away from our original plan of internet action. However, I find myself doing the same thing when I have the web pulled up in front of me. I consider this one of the greatest similarities I have with students and teenagers. I will sit down to complete an article critique, start typing my paper and then I will begin thinking about dinner... which then leads me to Google recipes... which then redirects to Pinterest (which, as we all know, is a dark and endless abyss for women in their mid-twenties). The internet, as wild and free as it is, takes a tremendous amount of self-control and discipline.
Additionally, the creation of the powerhouse of the internet, Google, has helped turn a monumental leaf in the world of technology. Google gives students the "illusion that all answers are within reach, even if they're not" (Heick). Being an English teacher, the majority of my discussion questions can only be answered using free thought and creative minds; however, my students still figure out a way to [attempt to] Google it. Some of life's most important moments are spontaneous and unplanned, there is no time for Google. Google has become a wheelchair for the human mind when its purpose should be used as more of a crutch. But who am I as a teacher to tell them when, where, why, and how to Google when I use the search engine for lesson plans, or community forum, or YouTube clips? How do I explain that my Google searches are more imperative than theirs? I find myself criticizing my students for their dependency on the internet when in reality, I know I am just as guilty. Then again why is the use of the internet always seen as a guilty crime?
Who knows--perhaps I should Google it.
I agree 100% with this! Especially the part about Pinterest being a dark and endless abyss for women in their mid-twenties, because I am also in that boat! It is always a very interesting conversation to have in class when I am not allowing students to have their phones or laptops out, but I have mine up and out and check them constantly in class. They do understand that I have to be vigilant with checking emails, but sometimes I do feel guilty about having a double standard for tech use in my classroom.
ReplyDeleteI have the same problem; catchy pictures and images call out to me, whenever I open my browser and set out to do a report, an essay or something that needs my undivided attention. (it's like it is reading my mind)
ReplyDeleteAs an adult, most of the times I'm able to prioritize and have enough self-discipline to stay on task, but the same cannot be said of our young children and teens. I have discovered that even if all my students are using the same website that you have posted on the board, as soon as they log into their Chromebook accounts, ads about things that they have previously search, pop-up and entice them to go down the wrong path and not finish their work. I guess this is the price that we have to pay for immediate accessibility and the reason why supervision during technology lessons need to be a priority.
As a foreign language teacher, the internet is my most valuable resource because I can access sounds and images from places that students are studying about in class, and give them the visual component of a foreign culture. I do not use social media in my classroom, but I would like to attempt to use the apps whatsApp, Skype or Marco Polo, to establish connections with other foreign language classes all over the world. Also, because this will all be new to me "I will Google it" or "YouTube it" for resources and step by step instructions.
I don't know if you have already looked into it, but Microsoft has their Mystery Skype program and other badges you can earn for skyping so many miles away or in different countries. It's part of their Microsoft Innovative Educator program. They have modules that train you step by step on how the products work and how other teachers have had success using them in their classrooms! Here is the link to all of their "Skype in the Classroom" resources (the stuff about MIE certification and training modules are also on the left sidebar)!
Deletehttps://education.microsoft.com/skype-in-the-classroom/overview
I particularly like the quote by Heick, that Google gives the "illusion that all answers are within reach, even if they're not". I find myself frustrated with my iPhone when I'm given a list of web pages to sort through instead of a verbal answer from Siri. The fact that may have to spend a good bit of time to phrase the question "just the right way" to get the information we want is point where the illusion fades.
ReplyDelete