Thing #5

The Web 2.0 Guide for Educators says it like it is with regard to the direction of technology in the classroom. Will all things technology related come to pass as the panacea for learning and teaching? Perhaps, obviously it is too soon to tell what long term effect this relatively new tool will have on what it touches. The one chink in the armor I can see right off is the intent to commission digital text books for use in the classroom. This may not be a wise move for two reasons I can think of:

•  In my experience in the military, there was a push to go as paperless as possible with regard to manuals and correspondence within the bureaucratic mess that is most tied to any form of government. Most people were largely against the digital form of manuals because of the problems associated with computer crashes and the speed with which one could find the desired information.
•  Additionally, people want to be able to tab or highlight their own paper manuals and have a tangible item they could become intimately familiar with and carry around without the need for a power source. This same issue may plague schools with regard to textbooks as well.

Having the ability to have a virtually unlimited resource for research and collaboration between the school and the world would be absolutely invaluable in the classroom. After all, the world is expanding in the social media sphere to such a large degree that it is intuitive that the United States should be a part, if not the leader, in fomenting the creative use of various communications medium to shape a more effective learning environment.  

The Horizon’s Report discusses the “real” challenges of going forward for educational institutions. The report issues a concise and logical discussion on the obvious need for technology and the sometimes unreal expectations of what can be delivered. There are many new and old trends in the use of electronic media. The report makes one think that there may be a point in which there will be an overload of information.

However, it is apparent to the reader that the growth of expertise in media literacy is exponential and that technology can keep up with need just as the ability to use emerging mediums will keep up with the technology. Making learning exciting has presumably been the bane of the teaching professions existence.

Taking a collaborative view of teacher and technology brings to light possibilities only limited by lack of imagination. Imagine how cost effective it would be to have a “master teacher” teaching a district-wide eighth grade class, using an in-service teacher in the classroom to act as a facilitator for canned projects and assessments. Exciting possibilities!