I firmly believe that the single greatest obstacle to digitally-based educational reform is fear. Fear of change, the unkown, loss of control, etc. I wish we/I could document my belief empirically.
The other day, I had an opportunity to be at a meeting of a dozen or so school superintendents. The meeting was not at all about technology (actually, I’m not entirely sure what it WAS about, but anyway…), but two short discussions took place that I found interesting. On one occasion, after announcing my budding idea for the Virginia Institute On Leadership in/for Educational Technology (VIOLET), one of the superintendents suggested that any conversations about leadership and technology need to include discussions of “management.” When I asked what he meant, he said that in his district, they had to block Wikispaces in three schools because students found a way around the system and were instant messaging when they weren’t supposed to be.
Here’s what I said: (something like) “Yes, those are real issues and I look forward to engaging school leaders in those sorts of conversations…”
Here’s what I should have said: “What’s wrong with instant messaging? How do you know those students weren’t successfully multi-tasking? How is instant messaging any different from passing notes in class? If they’re not different, would you discipline the kids who pass paper-based notes by taking away all of their paper?”
Later, there was a discussion about cell phones and how schools can/should respond to the “growing problem” of cell phones in schools. I was mostly silent here; I hope I didn’t make too many pained faces. I did ultimately offer to send resources on the issue to the superintendents. I’ve been collecting some good blog posts by Will Richardson and others. But, if anybody has any good information about cell phones in schools and how schools can both deal with potential disruptions and embrace the benefits of digital communication, I’d love to see them.
I imagine using phones as part of projects would be helpful. A math class using an authentic assessment amount surface area looking for the average box size to wrap a pair of pants might use them to call department stores and ask for the average box size. In my school our economics class does a week long unit on futures trading. The kids use their phones to text in or call in orders to the mock trading pit we create. A rather unique use of the phone.
On the other hand there is the danger of students using the in inappropriate ways. We confiscate and hold the phone for so many days when that happens. Some schools fine for inappropriate uses.
I’m with you on avoiding outright banning of technology. Technology is always a moral neutral. It is how it is used that matters.
I find the cell phones a particularly interesting conundrum. My undergrads carry them with them all the time but seem to understand that taking a phone call during call is inappropriate. I taught a workshop last week and at least two adult participants came up to explain why they might have to take a call during the class. I, of course, said that was fine. Clearly, there are some easy guidelines that could be put into place, and as comtrading suggests above, there are creative uses for them. And, as one teacher in my workshop explained, the beauty of the phones is that almost every kid, regardless of ses, seems to one.
P.S. My middle school originally banned them. But, the school only had one phone line out. So, on a rainy day when baseball practice got cancelled, those phones seemed quite useful so kids could make a quick call home then head back to class, as opposed to standing in the phone line for a half hour. That was when the banning policy was revisited.
In the art class cell phones are quite useful. I have students take photos of work in progress , photos of possible ideas for future drawings, and images that we just want to discuss. The cells are great for photography and the dark room for timing chemicals and developing negatives. They are a great resource. I am an advocate of using technology and not making it a discipline issue.