Inside Higher Ed :: iCranky talks about a point close to my heart, as a teach-educator, just read and see. This isn’t someone who’s anti-technology, and I find it nostalgic to see someone talking about FTPing files. I find the whole tone of faculty workshops troubling, and engagement issues a bit like giving into marketting trends, and forcing new technology for the sake of itself just wrong-minded. Even though I teach tech, I want it to be used for the right pedagogically appropriate reasons, not just because…
I’m feeling a bit cranky. My colleagues and I have just received word that our next professional development day will focus on ways we need to technologize our teaching methods so that we can better facilitate the success of the newest new generation, commonly known as “Millennials.”This latest alien invasion of first-year students, we are told, are teenage battery packs “with wires running through their veins” plugged into video games, MySpace and iPods.Therefore, we better get our collective act together and at the very least hybridize the delivery of knowledge so that we can help them make the grade in the global marketplace.
So one of the reasons I’m cranky today is because most faculty development workshops I’ve attended assume no knowledge and experience on the part of those being lectured to about the latest advances in technology, learning style, and interconnectivity.
Nobody asks us what we already know and do. Nobody wants to know what the personality of our learning is. Nobody really wants to hear what we have to say. We’re stuffed into row after row of folding chairs facing the PowerPoint torture of illegible pie charts…
Another reason I’m cranky today is that I detest these facile characterizations of our students. At some point, I expect the next newest generation to be labeled “USBs” or “ScanDisks” or “Intels” or “iLearners.” These names and framing metaphors, of course, support all sorts of false notions of knowledge and learning and teaching and success and most frightening: humanity.
And I’m cranky because this attempt to equate pedagogy with technology confuses ends with means. “Student engagement” has become the latest assessment buzzphrase, and thus, the newest once-and-for-all measure of and purpose for learning.
Techno-teaching and ilearning are also best because that’s what our students expect from us. They are the current experts on learning, they know how they best prefer to learn, and we should deliver unto them what they want in the way they want it.
What our students need is not more of what they come in the door with. They don’t need more of the same in the same way they got it before. They need to be confronted with people who talk about ideas that matter. They need to become people who can confront and talk to other people about ideas that matter. They need to sit in a room of people and learn about humanity.
Also, not more Facebook, but more faces in books, extended periods of silent and sustained reading and writing, developing intellectual stamina and the ability to ask questions that don’t lead to easy answers or a quick and final Wikisearch.
![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
