In this guest post, Kristin Fontichiaro, Clinical Assistant Professor at the University of Michigan, School of Information highlights key ideas from her upcoming presentation at SLAV’s, Transliteracy, multiliteracy, makerspaces: how can I participate? on Friday, 16th August.
The other day, I heard a story. A parent of young children heard that the oldest children in the school – ages 9 and 10 – were going to be having an end-of-year technology celebration to which everyone in the building was invited. Eager to hear what her kids would be experiencing in a few years, she dropped by. The students filed in front of the assembly and, without a word, held up an A4 printout of a presentation slide.
That was it.
The whole school had been pulled out of class to gaze at small pieces of paper dozens of feet away.
Now, I have no doubt that the educators behind that project had great intentions and worked hard. (Anyone who has ever tried to get an entire primary school class to print out a project without mixing up whose is whose knows what a feat it is that each kid actually ended up with anything.)
But how did a tool meant to serve as an illuminated backdrop for public speaking end up as a small paper rectangle held up by a silent child? How did a faculty make a decision that seeing these faraway papers merited pulling every other child out of class? What was this project supposed to accomplish?
It’s hard to know. Maybe the technology curriculum focuses on the acquisition of specific skills and behaviours (“the learner will print from software,” “the learner will format a presentation slide”). Maybe the educators were pressed for time. Maybe something else.
I would argue that the crux of the issue is this: there were not clear, aspirational expectations for how technology could transform, extend, and deepen student learning. I would bet that this faculty did not have a clear understanding of what it meant to teach and learn with technology and how to use technology as a game-changer. I have a hunch that the administration pushed for its staff to use technology without talking about how and why to use it.
I quote an extreme example, but (I fear) it probably resonated within the realm of possibility for you. In this madcap Web 2.0 world, where there are endless “creative” tools, just waiting for you to type in a few words and pick a template, how do we move the conversation from “teachers need to use technology, period,” to, “technology needs to transform the teaching and learning and take students further than they could go without technology.”
Next Friday, we’ll gather to talk about this phenomenon. We’ll look at a possible vocabulary and framework for planning and discussing student work, and we’ll draw inspiration from Alan Liu’s Transliteracies Project as we collaborate to articulate what it means to do robust “reading” and “writing” in multimedia. At the end of the day, we’ll dip quickly into two alternative ways to use technology with kids: digital badging to track learning in formal and informal spaces and the makerspace movement. Come roll up your sleeves and dig in with us!