Reflection

There are have been times in my life when I have been inspired to view the world in an alternate way. Stumbling into a philosophy class, for example, exposed me to a world of mental challenge I never knew existed. Whether it is personal or professional, these times of inspiration have changed the course of my life. Although I knew this class would teach me a great deal, I was not expecting it to be one of inspiration. Because of this class, I have been exposed to an area of education once unknown, or at least hidden in the shadows. As a result, I have a new perspective on education and my role as an educator.

The issue of technology in the classroom is complicated. Teachers are at the mercy of school districts that essentially control the amount of access a teacher can provide for his or her students. Due to a fear of reprisal, districts place limits on how technology can be used within the classroom. For example, most blogs are blocked because they are considered too “open”. Instead of approaching the lack of control on the internet as a teachable moment, most districts run in fear. Most free web building sites are also blocked due to fear. The program Garage Band and iMovie were taken off student and teacher laptops because they were considered not only too large of an application, but they were also “fun” applications, not educational. Before this class, I didn't give these instances of district control much thought. I thought they were kind of silly and paranoid, but beyond that I didn't recognize the severity of the problem. This brings to why I consider this class one of inspiration. I simply did not understand the intense necessity for technology in the classroom. Like most well-intentioned teachers, I was surrounded by administrators breathing down my neck about test scores. I began to believe technology was a waste of time and not essential to students. Technology, for me, was novelty not a necessity. Then I began this class.

After reading Friedman's chapter, While I Was Sleeping, I felt exactly the same as the title of the chapter states. I knew technology was out there, but always felt it was floating around me, rather than smacking me upside my head. If my purpose of being an English teacher is to not only inspire a love for literature, but also prepare them for the real world, then why am I leaving technology at the wayside? I could argue my district doesn't really support the importance of technology in today's world, but it is also because of my own ignorance. I simply did not see how you could build English skills through technology. However, after completing our first assignment of creating an enhanced podcast I was sold. Not only did I apply my skills as a writer and reader, I learned a technological application and had fun doing it. It was not easy and often frustrating, but I was invested in the value and the fact it was going to be seen and heard by my peers. Once complete, I was proud of my work. It was at this moment, I realized the importance of incorporating technology into my classroom. I had just completed an assignment that challenged my literary skills, taught me a new computer application, created a sense of purpose because it was going to be published, was fun, and, most important, it was something that I was proud of. I can honestly say, I have not felt this way, with the exception of a handful, about the many papers I have written throughout my academic career. Now that I am a believer, where do I go from here?

Once I find a passion for something, I dig in and don't let go until I am satisfied. I feel a new passion as my role as an educator and my responsibility to challenge my students and staff to embrace the world of technology. We have all been let down by technology in one way or another, hence the hesitation. However, what is missing is not the familiarity with technology, but the realization that we don't have a choice but to learn it and teach it to our students. Janet Swenson states, “We, individually and collectively, have the capacity and, if we consider ourselves professionals, the responsibility to influence the development, modification, adoption, and/or rejection of newer technologies.” If we continue to ignore the dramatic influence technology has within our world, we are not only doing a disservice to our students, but to our country as well. There are complicated obstacles to overcome, but most things worthwhile are complicated. It's time we become proactive, rather than reactive.

As I reflect back on my experience in this class, I recognize the transformation of myself as an educator and as a citizen. I leave a more inspired, dedicated, impassioned, and aware person. Our class debates, readings, and projects both challenged and awoken me to the essential role technology plays within our educational system. It will not be easy to mainstream technology into the classroom, however it can be done. As Howard Mehlinger states, “Bringing technology to education is a slow, but steady revolution. Each decision by a school board, each act of support by a principal, and each initiative by a teacher is changing the nature of our schools.” I hope to be one of those teachers who is a part of the change, not an obstacle. Because of your instruction, I am awake now. You have created another passionate advocate for your cause and for that, I will be eternally grateful.