For the past two years, I have been the Instructional Technology Specialist for my school. This responsibility has been in addition to my role as a classroom teacher and is just one of many additional duties that I have taken on. I applied for, was offered, and accepted the role because I am passionate about not just using technology in the classroom, but using it well. Because of this role, I test out a lot of new things in my room that I then share with others and encourage them to try out. (Of course, some of the things I have tried out have been failures and so I just drop them completely and encourage others to not use them; I don’t blog about those, though, because I really try to keep this as positive as possible.) As the Instructional Technology Specialist, I am a member of my district’s Tech Cadre and serve on the Technology-Enhanced Learning Environments task force. I am also a Grade-Level Leader and work with other grade-level leaders in the district to identify and implement best practices in technology education at the elementary level.
When it comes to technology, one of my great peeves is when others describe technology simply in terms of 21st century digital technologies; i.e., Internet-connected devices. Computers, tablets, mobile devices, interactive boards and screens, projectors, media players, and similar things are all definitely part of the large umbrella of technology. But technology is so much more than just the devices.
Illinois recently adopted the Next Generation Science Standards as the targets for what students can and should be able to do and know at different grade levels. In addition to concepts and skills about earth science, life science, and physical science, students are also taught grade-appropriate concepts about technology and engineering. A great resource the Instructional Coaches in my district have made available is the Engineering is Elementary series. The series presents a variety of engineering tasks that correlate directly to the new science standards and also pair the activities with multicultural real-world texts and applications. Each unit starts with a fundamental question to ask students:
What is technology?
Knowing how I feel about the concept of technology, it should be no surprise that I was thrilled when my students explained that technology is “anything designed or created to make a task easier to accomplish or make the world a better place.”
That definition is exactly what I want my students to understand! To help further this idea, I had them work with their seat groups to identify an item on their desks (not a Chromebook), that was an example of technology and describe what problem it solves. Some of the items identified were glasses (they help you see better), headphones (they let you listen to music without distracting others), earmuffs (they help block out extra noise), and a ruler (it helps you accurately measure different lengths).
21st century digital devices are absolutely technology and they are definitely the first things people tend to think of when they think of technology; but technology is so much more than just the device. Technology is what you use to solve a problem. Tomorrow we will discuss what role engineers play in creating and developing technology as we learning about geotechnical engineering. In the meantime, I can rest easy know that my students recognise that technology is much more than the device that connects to the Internet.
How do you define technology?