Cliched split infinitives aside, I am grappling with an issue that I assume impacts a growing number of educators. I make this assumption based on my own experience of facing this topical concern both as a college professor and as an elementary school educator. The question is: To Tech or Not to Tech?

I am fortunate to have worked in a post secondary school where I lectured from a 'smart podium', which was wired up to: be a mount for my networked lap top, direct feed DVDs, and display any array of image via a photographic mirror imaging system. In my new role at an international school in Europe, I teach grade five to 20 ten year olds. These children not only have access to digital cameras, computer labs, scanners, and video cameras - but also to a tower of in--class lap tops - all of which are HP 'tablets' that allow the students to write on the screen with a 'pen'. These education environments are in direct contrast to a location in China where I spent some time doing some consulting - these children had very little. The most technological aspect of their day was the bell system that indicated a change in class, and the one computer that was located in the directors office: a starkly opposite situation.

My point of contention is not with access to technology - there is no doubt that the children in this rural Chinese school would have had some 'added' benefit to their literacy learning had they had access to typing programs, online research tools, and maybe even email. No doubt. I have also seen amazing moments happen with the tablets my current students make use of. They are able to design 'culture' photostories on PowerPoint, record their own folk tales using AudioVox (a great application) and have used GeoLogo to extend their thinking about 2D geometrey. And of course - they are blogging about the literature we are reading in class.

Despite these wonderful educational experiences and the opportunities it has created for my kids (not to mention the skills it is teaching them that have relevance in the lives they will lead in the future) , it is the reliance I fear I may be instilling in these children who want to use the tablets for everything from spelling list practice, to looking up a word in an online dictionary.

Now, I understand the importance of technology in the classroom, and am the first one to try out a new application or tool but (!) the dictionary is not obsolete, nor do I think that using a dictionary is something we shouldn't be teaching our elementary school children (or our college students in some cases). I also think that technology can, depending on the teacher/school, can stand as a threat for students becoming more versed in typing than writing; better at spell check, than actually spelling; more adept with google "research" than how to use a library system or periodical index (of course this applies more to the post secondary kids I have taught).

I suppose that my grapple, is more of a concern than a grapple. I want parents, teachers and administrators to be ready to fight for the pens, pencils and books that are as integral to our literacy, well-being and development as laptops and websites. Yes, roll with the times! Learn how to use Google Earth, grab the grant money for that new digital camera, and help your students feel comfortable with powerpoint, excel and youtube - but, it is clear that we also need to keep teaching (and where does the extra hour in the day come from?) spelling, grammar and hand writing.

Smiles,
Lyndsay