Digital Eyes

This past week was Spring Break. My family spent the week in Florida at Everglades National Park. We spent the week exploring, hiking, birdwatching, counting alligators, boating, and basically just enjoying nature. As someone who spends a good deal of time talking about the power and benefits of technology, I thought I ought to talk a bit about how important I think BALANCE is. For all the time we spend on our computers, cellphones, televisions, ipods, etc..., my family spends a lot of time enjoying nature and the outdoors. I often hear people talk about technology as a bad thing because it is making kids obese, antisocial, or noninteractive. I disagree with all of those assertions. As a family of technophiles, we enjoy playing sports, exercising, hiking, getting out in nature, camping, etc... One does not automatically eliminate the other. On the contrary, just as it takes a commitment of time and energy to ensure that we enjoy the outdoors, it also takes a commitment of time and ener

This Sunday, I read this article in the Star Tribune . It talked about how professors are asking students to have a technology fast to gain an appreciation of what life is like without technology. It got me wondering. (Surprise, surprise!) Is it our job to teach kids how to live without technology? Did teachers need to teach kids how to live without cars? Without tv? Without radio? What if your pencil stops working? I understand that these teachers want their students to understand the value of face to face interaction. I also believe wholeheartedly that we should learn to appreciate nature and the world around us. But it is not like these teachers were leading hikes or canoe trips. Am I way off on this? I don't have a problem with learning to appreciate life without technology if you are also teaching them about life with technology. Where are the lessons on appropriate use? Who is teaching them how social networks are a valuable networking tool if used properly? Who is infusing t

I am currently reading Curriculum 21 by Heidi Hayes Jacobs. One of the first questions she asks at the beginning of the book is "Is technology use in your district an event?" In other words, are we still in the place where we view technology as an add-on, a novelty, or an extra (if there's time)? If I'm being totally honest, I would say that much of the time this is true in our district. We haven't embedded technology into what we teach the way we have the pencil, paper, or book. What do you think it will take to move to the point where that is the case?

Ask any teacher what they are up to these days and you'd better pull up a chair and bring a snack. There are many new things happening in our schools and teachers are being asked to make many changes to they way they teach. Each change requires time: time to learn, time to apply your learning, time to collaborate and develop new curriculum. So when I speak to teachers about technology and 21st century learning, I am often greeted with a glazed over look that says, "I don't have time for one more thing." That's not to say that many teachers aren't doing wonderful things with technology. They are. But we could be doing much more. The key is figuring out what are the most important changes that need to take place. This is no easy task. Take the following initiatives: Data and Assessment Cultural Proficiency Technology Integration Literacy (This includes multiple concepts like Daily 5, Reader's Workshop, Big 6, etc...) Brain-Based Research The list goes on...