Integrating Technology Smartly, Securely, and Within Education's "narrow" Guidelines

       GOOD INTENTIONS CAN NOT FORSEE THE UN-INTENDED OUTCOME

        Now, I don’t like that I have to approach things this way, but I feel that I have to think “dirty” or consider from all perspectives how utilizing a new technology outlet in my classroom may create an unwanted response from a student in my class, a student in another class, an administrator, a parent,…

à I asked for permission to allow my students to pull their phones out for the first or last five minutes of class and was met with a resounding "no"

Great Job!  I try to push the envelope on embracing new technologies, but I know that I can’t afford to go against the wishes of my administrators, ‘cause if someone is offended by a technology I have integrated into the classroom and I did it on my own, no one will back me, I will lose my job, and so on.

Rule #1) We have to protect ourselves against any and all possibilities when it comes to inviting technology devices, Social Networking, and allowing Internet access into our classrooms. 

I’m extra, maybe overly cautious on this one – and I worked professionally as an IT Security Expert until some 6 years ago.  When I utilize a web-design activity or a wiki development project in my classroom, I make sure it stays classroom exclusive, INTRA-net not INTER-net.  It may sound complicated, but it is actually pretty simple to set it up (I can show you how, if you would like), and by doing so I eliminate 99% of the things that could go wrong.  I like my students to do their learning in my classroom, not on their own or in HW form.  Also, I create a highly interactive classroom environment and EVERY student is required to actively participate in class.  It does take a lot of effort to set up my classroom Intranet portals for every class, but it will be profitable for both me and my students. AND it morphs into a highly interactive learning environment – and my students really excel. 

There unfortunately are too many “horror” stories I have witnessed or heard where a well-intentioned Teacher has utilized a great learning activity like a History Wiki, and it has gone wrong due to some unforeseen and unexpected incident.

Rule #2)  EDUCATION MOVES VERY SLOWLY!!  But we don’t have to announce to the world everything we are doing in our classrooms, just ‘cause our Principal still prefers a slide-rule.   I have an activity where I try to teach and raise my students’ ability to write – specifically “How to write directions.”  My opening activity for this is to have each student write instructions on how to send a text message on their own phone to Mr. Tinney saying that I am their favorite Teacher ever and their BFT.  I know their phones shouldn’t be on their person, but of course I allow them to refer to them.  Even if my Principal or Superintendent (yes, I had this happen) walks in during this activity, I have written explicit LP’s on what we are doing, and once the initial shock wears off I can justify what we are up to. 

How do you deal with those students who are using the phones and Facebook pages for things other than their assignments? I remember in my classes that used the computer I would explore the web the whole time the teacher talked. I got my work done but I was not doing what I was supposed to either.

Not necessarily simple, but not that tough either.  One tool that I have in my classroom is a classroom management software called Vision.  Basically, I can easily see and access every PC in my room on my own monitor.  If a student is been sidetracked, I can prompt them to get back on track or end their session.  It takes some set-up to get my students to do the right thing, but my students usually stay on task.  They know what I expect of them, and they also know that they will miss out if they stray.  Plus, I also promise to hack into their Facebook account and post their nerdy 7^th grade pictures on their home page next to their ode to Justin Beiber if they cross me.  ;-)

          I think integrating technologies into our teaching can certainly enhance or aid it, though it takes a lot of additional time on our part to set it up.  I find it interesting that I have to teach so many basics first, before I can expect students to not only understand a topic, but then apply it.  I try to try integrating any or all the “gadgets” I can into my classroom.  With the logarithmic development of new technologies, it only makes sense to not remain complacent as far as using “gadgets”.  I like the distinction you point out, but I am not sure that I can evaluate how it works in the classroom prior to trying it. I introduce or explore “gadgets” in my classroom to fuel student interest, and increase their and my horizons.  Usually, this practice helps to validate that the students know enough of the basics, that they can parallel their prior knowledge and make connections to the new technology.  I’m always tweaking my teaching according to how different approaches and the in-class activities go – I don’t think I can predict ahead of time if the new approach or activity will make fundamental changes.