Technology Refusal 

In today’s digital world, technology refusal are two words that don’t seem feasible. In many education systems, the teaching and the use of technology are mandated. Many teachers are pushed to incorporate technology into their lesson plans and their classrooms, regardless of their background and knowledge of these new tools. Technology has pushed its way into our daily lives and has created many opportunities for our students and for ourselves. However, instead of trying to keep up with these new changes by simply adding technology into our schools for the sake of having them, we need to explore these new options and create beneficial outcomes for our students.

“The teachers often described nostalgia for the pre-laptop days, which interaction was more focused, common conversations richer, and teacher roles within these common conversations were clear” (p. 67). I agree that technology can be beneficial to our students when used correctly. It engages them by being actively involved in something that they can relate too, that they enjoy using and that can prepare them for their future. However, I also understand the argument and the idea of technology refusal when it is used just too simply say that is was.

As an educator that uses technology in the classroom, I also enjoy limiting the use and focusing more on interactive discussions and collaboration between the students. In my experience, the I-pads that my younger students have in school are great tools that assist them in learning material and are beneficial to helping them stay organized by having notes and teacher discussions through online profiles and posts. On the other hand, I have noticed a decrease in student conversation and group discussions. There are many times that I have to remind my students to put their I-pads down and simply listen. I remind them to talk with each other and learn from each other. “[…] the laptops were seen as damaging to classroom interaction in that they distracted girls into forms of communication and activity other than the core communicative activity at hand” (p.65). My 6^th grade music students, who I see once a day for 10 weeks, continue to struggle when the use of technology is not incorporated in that days lesson. They seem to feel lost and their attention spans diminish when they are involved in activities that do not incorporate some sort of technology.

This is not to say that I agree to completely shut out technology all together. There needs to be a balance. I believe that we need to adapt to these new technologies and learn to use them to our students’ advantages. Educators also need to be well prepared to teach their students to properly use new technologies and how to effectively benefit by using them. We are very fortunate that we live in a world where we have these opportunities to enhance our ability to learn and grow through these new changes. I understand that we need to prepare our students for the digital world, and by incorporating these technologies into our lessons when it’s appropriate and beneficial is key to developing strong and independent citizens who are ready to conquer anything that they set their mind too.

Lankshear, Colin and Michele Knobel. A New Literacies Reader: Educational Perspectives (pp. 23-56). Peter Lang, 2013. Print