A tech director colleague posted to a forum recently inviting feedback on whether or how he should re-institute a tech committee at one of his schools. Teachers there had requested it, but his trepidation is understandable, and here’s why: tech committees are part of the wrong paradigm. Focusing on technology is educational idol worship—it is confusing a physical form for the ideas and beauty and power—for the spirit—represented by that form.
I’ve coordinated or sat on tech committees of various ilks and intents, and they always feel like a failure because they are doomed to failure—by design (except for those focusing on how to improve access to technology, or those described below…).
If we need committees at all, then what we need are communication committees; or information committees; or literacy committees; or learning committees; or better yet, we need to just do real learning in the real world, and then any technology that can help you will become part of what you are doing, and people will be—communicating; and informating; and becoming literate in critical skills including all of those that technology can be involved in; and learning; and doing.
When the printing press was revolutionizing and democratizing education, the powers that be’ed were afraid not of books, but of what books represented—of knowledge and therefore power in the hands and minds of the people they had so long controlled. Those in control of books and literacy held power because they controlled access to information, and communication. And that is what we need to be focusing on—information and communication, and learning the tools while we do that.
Our students and our teachers need to focus on the powerful things that technology allows us to do; on the spirit contained therein, and not on the body, or conveyance, of that spirit.
I’m constantly endeavoring to mediate that struggle, to get people using the tools they need, but try to re-route the conversation path so that it gets there through the lens of learning, and not through the lens of technology. For instance, in a course I teach for masters candidates for foreign language teaching, which is ostensibly about technology, we approach the conversation not through tools but through the essential components of learning, how those components manifest in language learning, and then on supercharging learning experiences to intentionally and explicitly leverage those components, through technology and otherwise, as appropriate. We also talk about the critical skills and attitudes that come with a healthy and productive use of technology, and how those are the same attitudes and skills that all of our students in every discipline need to develop so they can leverage technology in their lives in intentional and productive ways. In other words, we talk about 21st century skills, and 21st century learning environments, and try not to talk about technology as a specific thing unless our reaching towards a goal would be helped by it. And then we practice, and iterate, and share.