Technology can have a reciprocal relationship with teaching. The emergence of new technologiespushes educatorsto understanding and leveraging these technologies for classroom use; at the same time, the on-the-groundimplementation of these technologies in the classroom can (and does) directly impact how these technologiescontinue to take shape.While many new technologies have emerged throughout history, so has the cry for educators to find meaningfulways to incorporate these technologies into the classroom – be it the typewriter, the television, the calculator, orthe computer.
And while some professional educators may have become numb to this unwavering ‘call’ – and forgood reason – it is crucial to consider that the excitement over games and social networking isn’t just businessand industry “crying wolf.” Indeed, those previous technologies have a powerful place in instruction and the classroom;but without them, strong lessons and learning objectives can still be achieved. With these more recenttechnologies, we think educators should take the call, even if only on a trial basis.Undoubtedly, without these recent technologies (i.e. digital games, Web 2.0, etc.
in the classroom, strong lessonscan still be achieved, but there’s a sharp disconnect between the way students are taught in school and the waythe outside world approaches socialization, meaning-making, and accomplishment. It is critical that educationnot only seek to mitigate this disconnect in order to make these two “worlds” more seamless, but of course also toleverage the power of these emerging technologies for instructional gain.Of course, as a result ofthese assaults on formal education, those in the “outside world” are often quick to pounceon educators and the way education is (perceived to be) conducted in U.S. classrooms.
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