April 4, 2012
Dear Families,
Why is it that my five and eight year old children can navigate the apps on my new phone far better than I can? Technology is like a magnet for them. They are eager to play and get messy with it as they patiently navigate the digital world, while I just want someone to just show me how to work it. As digital natives they do not know life without technology. In our techno-driven world I think a lot about how much time my kids should spend interfacing with technology. As I worry about how mesmerizing the glowing screens can be, I find myself constantly placing limits on screen time. My soundtrack is, “Let’s run around, play a game, read a book, do a puzzle, or bake something.” As a parent I lean towards wanting to have my kids engage socially with friends and family and immerse themselves in active, imaginative play. Yet I still want to make room for the many creative things technology allows them to do, learn, and discover. From smart music to tumble books to researching rocks and minerals, the positive applications of technology are plentiful even at their ages. I know that responsible, skillful use of technology is critical to their future as students and in the adult world. My goal as a parent is to strike a healthy balance in how they play and learn.
So, what is the right balance between powering up and powering off? It is a question I wrestle with not only as a parent but also as a principal. Technology is a topic that our curriculum leader team debates regularly, discussing where, when and how to integrate it into our curriculum in meaningful, responsible ways that enhance student learning. We are clear that using technology does not automatically result in a stronger lesson. Good teaching does. Technological bells and whistles may or may not lead to deeper understanding or more memorable learning. As educators we must continue to ask important questions. How does the use of a particular technology improve comprehension? Does it expand our ability to differentiate instruction? Can the technology help us promote intellectual rigor? In our ever-expanding technological environment, we are committed to incorporating technology thoughtfully, while preserving time that is technology free. Students still learn to carefully examine a visual reference as they create three-dimensional animal masks from paper mache. We engage in sustained, deep reading of text in English that is free of the distraction of toggling between multiple windows. We have face-to-face discussions as we turn and talk in math class about factors vs. multiples and debate issues of justice in social studies, learning the skills of showing ones attention to the speaker and actively listening. The capacity for empathy is just emerging during the middle school years and requires the practice of listening carefully to one another and learning to read non-verbal cues. We continue to prioritize working to develop these essential skills.
There is no doubt, however, that technology is positively transforming the way we teach and the way our students learn. We aim to utilize technology within the content areas to foster the 4 C’s - communication, collaboration, creativity and critical thinking. Google applications have revolutionized the way we do business, allowing for asynchronous collaboration on papers and projects in all disciplines, thus extending the reach of the classroom experience beyond its 56-minute block. We can garner instant assessment of student understanding of concepts through voting clickers as students anonymously answer questions, allowing us to make pedagogical adjustments in real time. The Internet provides immediate access to ideas, online communities, and individualized practice of skills such as the customized mathematics problem set students solve through using Assistments. Seamless use of interactive white boards allow for simulations around plate tectonics while Vernier probes allow us to capture scientific data in spreadsheets. VoiceThread provides students listening and speaking opportunities as students utilize world languages outside the classroom. Teachers have developed thoughtful projects that capitalize on innovative technologies like Google Earth where students can visually demonstrate their understanding of geography. Creative Imovie book trailers made during an author study in English allow students to share excitement about books they’ve read through a multi-media project. And the list goes on…
As our instruction requires more digital proficiency, we must model and advocate for students to be responsible consumers and producers of digital content. Students need to learn to evaluate the credibility of digital sources. One of my favorite lessons from our 6th grade information investigators unit is an examination of the website about the tree octopus. Through it students learn to carefully consider a website’s source and question its accuracy. It is equally important to help students become responsible online citizens. What students say online matters and leaves lasting digital footprints. We need to ask them about the pictures, videos and words they use to comprise their online presence. My constant refrain is, “If you wouldn’t say it in person or want it said about you, don’t write it. Think before you post.” Our students often have a false sense of anonymity in their online communications, yet texts, pictures, and videos can be forwarded for anyone to see. We educate about cyberbullying, the emotional harm it causes, and potential repercussions. While mistakes may be made in cyberspace the repair work is done in person. We invite you to participate in these discussions with your children and actively monitor their online behavior.
For me the quest for balance and thoughtful implementation is critical in my teaching and parenting around technology. As a fellow parent, I urge you not to be afraid to set limits. Students do not need to take phones, many of which are powerful computers, to bed at night. The allure of the incoming text message interrupts sleep. Computers need not reside in students’ bedrooms, with 24-hour access to the virtual world. Online video gaming has its place, but needs clear boundaries as it can be addictive. Most of all, I urge you to talk to your adolescents and communicate your values, priorities, and expectations around showing respect online. Your children may be more facile than you in the digital world, but they still benefit from your wisdom. Don’t be afraid to share it.
Respectfully,
Betsy Gavron
Principal