3.22 Reflections

This module has forced me to look at the "big picture" of combining computer technology with a traditional unit plan. There is tremendous power in using the Internet to find information, but there is also a serious side to putting that information to use in school work. Many pitfalls also remain to be avoided when it comes to the quality and quantity of information found. The challenge has always been to get students to use information with some higher cognitive skill, rather than simply "copy and paste", using very little mentally.


In terms of using the Internet to support my teaching and students' learning, there are a variety of ways I approach the subject. The most often used approach is "excitement followed by despair". In this category, I get "excited" about a subject which has plenty of cool stuff to use on-line. The students manage to do well and often stay on task longer than with traditional bookwork. I find it interesting to follow their progress and adapt to their behavior for next year. I've used the Internet in almost every fashion over the years, and I cannot fathom how we survived without it. The "despair" comes in the form of the technology itself. It is either unavailable, not working very well or not reliably and regularly available. A lot of advance work can go up in smoke if the school network dies, or the computers are not available as hoped. Much minor trauma occurs when there aren't enough machines to go around. Not everything is suited to partner collaboration and some kids tune out. When using computers it is always wise to have a "plan B" but better to also have a "plan C" for partial failures.

My most attempted, least successful approach to using the Internet is the "Positive" approach. I actually do not mean "these @#$% computers positively do not work". I actually mean the "glass half-full" kind. Despite my "school cynic" role on normal days, I do look at technology as a good thing. Even with sub-par conditions, there's no going backward in using the Internet. The endless resources for research, communications and collaboration are still valuable even if access is a problem. As time has marched on, my colleagues now take the Internet for granted, whereas a few years ago, some even feared it. I have to stay "positive" overall because it can only get better with time as society rearranges it's resources to deal with it. It just won't get better by 2:14 this afternoon, which is where my disposition sometimes diminishes. In the end, my willingness and ability to work on a unit take into account both of these approaches.

As far as the last point on responsible and appropriate use of the Internet, we at this school (Dirigo HS) have worked for years to update and adapt our a approach. We have legal forms for kids to sign, library sessions to train freshmen, and starting this year a "Research" class where the Social Studies department combines "Information Literacy" and serious research in history. At the more personal level, some people have software for monitoring machine use and I arrange my computer labs so I can see every screen from the back of the room. Personal contact only goes so far and so does "filtering". Kids find new ways around anything. Now if we could only harness that energy to academic channels...