Colloquially, we say, “people sometimes approach it arse-foremost.”
Shortly after iPads were introduced to the market it began: people from all over k-12 started writing proposals to raise money so they could purchase them for their classrooms. Just before that it’s was Interactive White Boards (IWBs). They were it seems the next best thing…at the time at least. About ten years prior to this people were going wild putting Palm handhelds in classrooms. Laptop projects: yes, we’ve seen quite a few of those come, and go. More examples could be listed but you probably get the idea.
Have you ever seem a horse-and-buggy setup that placed the cart in front so that it would be the thing that moved the horse around? Of course not! Everyone knows you do not put the cart before the horse! Why, then, does this blindingly obvious truth not apply to education? Why is it that people get caught up on the rapture associated with the use of shiny electronic toys and devise project after project in which they purchase a slew of them and then foist them off on the classroom without thought of what really is supposed to be happening?
How about this:
- The companies that make the devices market them very hard to education, knowing the large potential sales volume that could result. They therefore make it so that a body of evidence exists to justify the purchase. Research? It is incredibly easy to devise a situation that looks good enough. Here’s an example: Pick a bunch of students from a school in a reasonably well-off neighbourhood. Test them in some given domain, say, “the ability to do operations with fractions.” Supply them with the equipment you want to market and then subject them to an intensive treatment using it, along with a well-trained and motivated teacher. Subject them, along with classmates at another school who did not have the equipment to a post test. Of course they first group will do better, primarily because of the hype, interest and enthusiasm that has been expended. Nobody needs to know that, though. The one thing that’s obviously different is the presence of the equipment so attribute all of the difference to it. Bang! Research that “proves” the worthiness of the new equipment.
- The classroom can be a frustrating place in which to work. Teaching and learning and very difficult to do well and the rewards for both are pretty intangible for the majority of teachers and students. Face it—both are expected to do their jobs well so there’ll be no trophies, no parties and no bonuses when the job is done. Couple this with the fact that budgets are tight and the result can be somewhat humdrum when you think about it. Day after day of hard work with little to show for it at the end except (for students) the possibility of maybe achieving grades a bit better than their parents expect and (for teachers) nothing more than relief that, hopefully, the students don’t perform below the district mean and, therefore, they don’t face the accusatory finger of blame from disgruntled parents/guardians, school/district administrators, politicians and local media. So, then, into this environment comes the promise of something better: a shiny gadget that, if put in place not only offers hope of better achievement but, maybe because students actually want to use it, the promise of relief from the daily grind.
Small wonder, then, that the system falls, time after time, into the clutches of “The Rapture,” the worship of “exciting” new equipment for its own sake.
It’s such a waste of resources—all of them, time, energy and, most importantly, effort put in the right direction. Here’s an example of how anyone could make themselves—and their school—look really good while, in the end, achieving nothing. Let’s say I am a bored math teacher, in need of a new challenge. One day I spy, in a shop window, a fancy new gizmo. For the sake of argument, let’s not pick on any existing device. How about a pair of spectacles that, when worn, will layer everything in front of you with extra information? If, for example, you are looking at a restaurant, then you will see the menu. If you are looking at a map, you’ll see extra information about whatever part of it you happen to be focused on at the moment.
Suppose that I decide to write an application that pops up a set of math tools whenever you look at a mathematical sentence, whether it is an open expression, a function, or an equation, whatever. If you look at an equation, for example, it will offer tools with which you can solve it numerically, graphically and, maybe symbolically. There’s just one catch—the app I designed doesn’t actually show you how it’s done, it just does it for you. Look at an equation, pick “solve” then pick from “graphical”, “symbolic” or “numeric” and—BOOM—there it is.
Now, armed with this app I go after my administrator and convince her/him that I’m on to something big; something that will change not only how math is taught but also how it is done. In turn we go after the district admin, then the department of education people. In the end I carve off for myself a nice piece of money to develop a product I can sell to make even more. I also get lots of time to play around with the toy in my class, to cavort in front of the media (along with the big shots of course) to show them how innovative my—sorry, “our”—school is.
This, in turn creates something of an expectation. In light of the great things that are evidently happening at “our” school an expectation starts to grow that this is something that needs to happen everywhere and others start to feel pressure to join in the movement. Of course it’s unlikely that anyone will figure it out at the time. The students are not really doing or learning math. They are just messing around with a cool little interface to some clever math tools when they should be learning about the underlying theory and practice that made those tools work in the first place.
Now, lest this post be perceived as entirely too cynical, let’s make two things perfectly clear. First, though the case presented may be interpreted as casting teaching in a negative light, understand that this is by no means describes mainstream activity. Typical teachers are not the type to willfully deceive others. While some enter the teaching force perhaps little like this—you know, the self-aggrandizing types who seek nothing other than to be worshiped by their colleagues and students, the fact remains that these types do not last. Teaching is a tough job, suited only to those with resilient, healthy personalities and the self-centered “look at me” types soon depart. In the end, the more-or-less nonsensical projects and movements, too, are similarly weeded out as the vast majority of teachers, who are focused on real results will put them to an honest test, and on finding them useless, will subsequently deposit these flawed devices and associated practices on the technological scrap heap, along with a lot of other useless garbage that has gathered there over the years. In the meantime, though, some damage is done, in the form of wasted time and resources.
Second it has to be emphasized that it does not have to be that way at all. Many devices, including the ones mentioned not-too-kindly just above are, in fact, truly useful. The thing is, though, it cannot be about the devices. Instead, it has to be about the learning. In particular it has to be based on how we can somehow improve the system from where it currently is. Without doubt things like tablets, IWBs and yes, devices like the magic spectacles lampooned above can be put to good use in a learning setting. But the learning must come first. Here’s the way it should work:
- Think about just what it is you wish to improve. Be as specific as you can.
- Look at the current system whereby the current outcomes are attained.
- Collaboratively plan for a better approach. Now is the time to look, with eyes wide-open, at all available technologies because they are out there.
- Test it out then make the changes that become obvious through the piloting process.
- Pass it on to everyone else; implement it.
And while doing this, bear in mind that the “it” in question is not just a device. It is, rather the combination of the device as well and the theory and practice related to its best use.
After all, what we are about is the achievement of outcomes. The technology (most of the time—there are exceptions) is a means to an end, not necessarily and end in itself.
Next: The (not so) connected world