Over at Education Week, Jenna Barclay describes how she compensated for her 8th grade students’ lack of access to digital learning tools by making do with the analog teaching resources that they had on hand. They simulated ‘wikis’ with butcher paper and colored pencils. They made a ‘table top blog’ using notebook paper, moving around the room and commenting on each other’s paper posts. They summarized an article by passing back and forth paper ‘tweets.’ And so on…
All of the comments on the post praise Jenna for her initiative and creativity. And rightly so. Instead of whining and giving up, she found innovative ways to try and foster the thinking skills needed by her students. By all accounts, she and her students had many successes. But the more I read, the more I just wanted to cry. Here’s the comment that I left on her article:
I think this is a wonderful tale of a teacher creatively ‘making do’ to serve her students as best she can. And, yes, one can teach critical thinking, collaboration, and other essential skills without technology.
BUT… digital technologies and the Internet take all of this to the next level. For example, as great as what Jenna did here is, it didn’t allow for students to expand their voice – and interact with relevant, meaningful audiences – beyond the local. And as creative as students can be with butcher paper, the simple fact is that students can be even more creative when we expand their toolkit with digital creation, connection, and collaboration tools. We can’t pretend that analog learning environments are equal in power to digital learning environments, particularly since nearly all knowledge work done OUTSIDE of schools is done with digital technologies.
So I love what Jenna did. AND I also want her and her students to have access to robust digital learning technologies so that they can be even more powerful and amazing and relevant to what they’ll need when they leave their analog school environment.
Heroic tales of innovation like Jenna’s are wonderful testaments to the creativity of the teaching spirit. But how many school leaders and policymakers will use stories like hers as an excuse to not put digital tools into the hands of students? Too many, I’m afraid.
In a digital, global world, access and equity issues are important. Jenna and her students deserve true power, not artificial, simulated, “look we can pretend we’re really doing this” experiences that sort-of-but-not-really capture the essence of the real thing. We would never say that using two cans and a string is the same thing as actually making a phone call. We would never say that scooting around in a plastic children’s car is the same thing as actually driving. And we would never say that lying on a flat surface moving our arms and legs is the same thing as actually swimming. Nor should we when it comes to learning with digital technologies and the Internet.
Instead of having our hearts warmed by this feel-good story, how about if we do a better job of getting teachers the tools that they and their students really need?