Evolution – Not Revolution
Many new tools have emerged in the classroom in recent history along with request for educators to find meaningful ways to use these tools in their instructional practice. Many present day educators have resisted learning how to utilize technological tools in their classrooms professing that the hype over video games and social networking is simply big business and industry trying to make money. It was the case in our not too distant past that strong lessons and learning objectives were achievable without the use of the technologies of the day such as the typewriter, calculator, over head projector, and cassette recorders, to name but a few. However, with recent technology, I believe that all educators must accept the challenge of integrating technology into their practice because our students today are digital natives and “current technology” is part of who they are as “digital natives”.
One could endeavour to argue that without these recent technologies (i.e. digital games, Web 2.0 tools, Social Media etc.) in the classroom, strong lessons can still be achieved, but I maintain that there is an obvious disconnect between the way students are taught in school today and the way the outside world approaches socialization, meaning-making, and accomplishment (Klopfer, Osterweil, Groff, & Haas 2009).
I agree completely with Klopfer, Osterweil, Groff, & Haas (2009) that it is critical that educators not only attempt to mitigate the disconnect in order to make these two “worlds” more seamless, but of course also to leverage the power of these emerging technologies for instructional gain.
