Thanks for listening!

Question: You discussed the terminology of technology native, immigrant, and foreigner. Where would you recommend I read more related to this concept and, specifically, these terms?

By the way, This podcast is a definite addition to my required listening in my spring Tech in Elementary Ed classes here at Utah State.

Sort of like being a dentist–(as they do with their attempt to eradicate tooth decay), we’re only successful if we put ourselves out of business?

I’m wondering if it’s that your students “value technology less” or have a deeper expectation (and appreciation) that it be truly incorporated into the curriculum? For example, within the first 6 months of our PT3 grant, which lasted about four years, it became immediately clear that for faculty (and students) learning how to use PowerPoint would no longer cut it. Their expectations for technology integration had become more profound. So, I’m not sure if it’s that your students value technology less or expect more. In other words, they may view technology integration as “expected” and nothing truly special. A colleague of mine once told me a story (about five years ago) about going off to train some teachers how to use the Internet. That morning, at breakfast, when she told her kids what she was going to do that they, they responded, “Gee, mom, what’s next, will you teach them to use the telephone?” Surely her kids, who may someday be your students, may not be particularly astounded by technology integration. They may simply yawn, and say, “Big deal, I grew up with this stuff.” After all, is anybody particularly marveled anymore by students using MS Office products? I remember less than a decade ago that entire courses were devoted to teaching this software.

In the end however, I agree with you, you’re at least ten years away from losing your job. There are just some many new technologies coming down the pike that will have a very meaningful role in people’s lives, that will profoundly affect the ways we communicate with each other, access information about our world, and how we present ourselves. After all, that other information technology of the last millennium—print—still has an important role in our world. And, I believe that people still teach reading.

Mike

I would agree with you. Teacher education programs could be doing a better job of incorporating data driven approaches into their curriculum. I suppose some are so wary of where NCLB has taken us that they shy away from anything that may be perceived as “teaching to the tests,” which is a simplistic approach to data driven analyses. Also, there are some powerful ways in which technology could be used for data driven analyses, both at the surface- and deep-structure levels.

I’d love to see some people play around with that stuff a bit more. For example, Tim’s recent comment in his blog about using a “search tool” to find a reference to “digital stories” in an audio interview is pretty powerful stuff. The potential to use technology for rich and meaningful data analyses, which could then drive engaging and responsive curriculum, could be very powerful.

Mike Searson

SCOTT

Assistant Professor, Educational Policy and Administration
Director, CASTLE
University of Minnesota