Considering Technology in Practical Educational Scenarios

When noting the presence of Smart Boards, Macs, tablets, and so on, it seems sensible to say that using technology as a basis for teaching is a practical means.  And in most scenarios, this format plays out quite well;  a science class focused on biomedical technology making use of advanced electron microscopes connected to a plasma-screen TV; an archaeology class holding a live Skype meeting with a professor out in the field; a music class using surround sound speakers synced to iTunes and Garageband; the possibilities are endless.

But what happens when?...

A lecture which revolves around a Skype chat goes nowhere when the connection fails.  An observation of microscopic organisms is useless when your only method of viewing them short circuits.  And unless a teacher is comfortable to sing the class songs a cappella, a stereo-enhanced experience would be useless when the speakers blow.

The root of this issue comes from one's perspective on the educational use of technology.  Jordan Shapiro, a professor at Temple University and writer on education technology and digital media, says the following in a 2013 article:

 "The classroom is not where my students listen (or consume what I deliver). Rather, in the classroom I become a sherpa. I guide them on the journey of their choosing. My job is to know where the treasures are, that all paths lead to jewels of critical thinking. This happens through nuanced conversation, through discussion, through debate and interaction."  

Outside of class is when the Shapiro implements technology.  

"Rather than lecture, I make videos and podcasts. Rather than wasting face-to-face time with slideshows full of bullet points of facts, I email the Powerpoints. If it is “content”–that is, if it can be poured from chalice to vessel, if it can be contained–it has no place in the classroom."

In this situation, each student is reliant on public or private technology as opposed to the singular source in the classroom.  Students can learn communally, collaborate on assignments, and discuss them online through blogs or social media.

So perhaps the "big" lessons which rely on technology are more precarious than previously imagined.  Adopting Shapiro's perspective gives some wiggle room for technical difficulties, provides the basis for learning outside of the classroom, and allows for expansion when the class coalesces.