Technology must add value in the classroom!

The word 'technology' when used in the educational setting, is viewed almost as a longstanding and vital piece of curriculum. Its true that word processing has revolutionized the way high school and college students write papers, and that data logging in the sciences is easier with digital adjuncts. For primary children, struggling to get the basics of reading and math operations seems to make more sense than struggling with a keyboard and a mouse. For upper elementary students, compiling a powerpoint presentation or learning to make a video can be a powerful enrichment activity, but can't replace the wonder of walking in the woods or the excitement of performing a skit for classmates. The demands of an elementary curriculum require that each added piece in the day must add value to the experience of the student. One of the main benefits of what we refer to as technology is enhanced communication. E-mail, texting, IM, and cell phones have changed the culture of an entire generation. But in a closed classroom of twenty odd students, enhancing communication may be more effectively accomplished with a lapel mic and amplifier for the teacher. The real value of technology in the elementary classroom may actually be to the teacher in the access to information which may be valuable to his/her students. The challenge is that the average age of most elementary teachers is well above that of the generation for which electronic communication is ubiquitous. I've heard the complaint many times from administrators that the information is there if the teachers would only get it. I'm discovering the hard way how many obstacles there are to achieving the access which is assumed by our electronically connected culture. The simplest function, e-mail, is hampered by filters for spam and worse. The filters are so good, they filter legitimate communication and information from the average teacher. Adult-adult e-mail means that a teacher must have their back turned on their students to access it. Before they can even take that hazardous step, the mail must be pulled up - of course it times out while you are answering zillions of questions about the day. When the mail is finally received, it must be printed or copied elsewhere to be retained for use. The utility of the medium is lost in the maelstrom of a typical elementary classroom. the vital information, like great ways to teach science to your students, is assumed to be far more difficult to access than the cantankerous e-mail. The one exception for my generation: shopping! Surfing for a book, clothes, or acccesories is simple. My goal is to make surfing for science curriculum almost as easy.