Today’s students have never known a time when computers didn’t exist. What’s more, they have the ability to carry a ridiculously powerful computer in their jeans pocket. Funny enough, even while having an electronic appendage with instant access to the world, I am noticing more and more that students appreciate being exposed to low-tech experiences.
I introduced the concept of Genius Hour (which I call Passion Projects) to my sixth grade students last month. They were given the option to learn a skill, create something new, or find a way to help others. I was quite surprised that, when given completely free reign, less than 15% of my students chose anything that involved technology. Instead, they wanted to learn how to do handicrafts such as knitting, cooking, cake decorating, and sewing. Also popular were model building, designing, and creative writing. Over a quarter of them are designing fundraisers to help charities close to their hearts. I did not expect that they would eschew technology. When I thought about this a little more, I realized it is because technology isn’t new for them. It is completely integrated into their daily lives so when given the task of choosing something new to learn, they opted to stray from their beloved technology.
Then it happened again. The middle school where I teach has an advisory period and a couple of days a month, this time is devoted to teacher-led clubs from which the students may choose. As each of the teachers introduced his or her club, the ear-splitting cheers were for clubs such as board games, knitting, eco-art, brainteasers, and the like. Although there were several clubs involving technology that will no doubt be equally as popular, I was again struck that students were also excited to learn hands-on skills or participate is low or no-tech activities.
The following week, at an assembly on the history of our school, the presenter showed pictures of girls in home economics classes cooking and sewing. This led to a classroom discussion about the “olden days” when students were required to take either home economic or shop classes. As I described these classes to students (because I took them), they were full of questions as to why we don’t still offer this kind of education because it sounded so “cool.” They were clamoring for the opportunity to cook and sew. Who knew this old-fashioned class would sound so interested to today’s students?
As a PD junkie, I come across dozens of articles each month lauding the use of technology in the classroom and detailing the myriad ways that technology can replace the old-fashioned classroom assignments. Don’t get me wrong—I am in no way anti-technology. I am as addicted to my devices as the next girl. However, I don’t find that students are nearly as engaged in most educational uses of technology as adults would hope. I’ve even heard students complain about too much screen time in school. Perhaps this is because some of the crafty, not necessarily pedagogically sound, projects that teachers are enamored of have merely been replaced by digital versions of equally dubious merit.
I think that perhaps one of the reasons so many teachers of all ages have jumped on the digital bandwagon is that we feel it is something that defines us as current or means we are teaching 21st Century Skills. It could also be that the use of technology in school is exciting for the teachers themselves because many weren’t exposed to much when they were in school. I know that I am often excited when I see the classroom possibilities of a new app or program. My point is not that technology doesn’t belong in the classroom, it does. It is that we may be overestimating the amount of engagement bang for our buck that tech provides. Not everything in our classrooms needs to be digitized and our students will appreciate the chance to experience the excitement of analog learning in a digital world. Excuse me while I go read my book (on paper, of course.)