digital schmigital


As I walked into the auditorium for Penny Ur’s talk on on technology in ELT, a Cambridge representative pushed a promotional brochure into my hands. This immediately turned my bullshit detector up to 11. Was Penny Ur going to be plugging a new online course or a her new book entitled “100 great ways to use Ipads in your lessons”. My heart sank. Thankfully once Penny started speaking it became clear that she was not pedaling the latest digital snake oil.

Her major worry is not that technology in the classroom is bad, in fact she does use moodle and other digital tools to supplement her teaching, and neither does she advocate the use of technology per se, but rather she advises teachers to be cautious about its use.

During the presentation she cited a recent study (Macaro et al, 2012) stating there is little evidence to support the conventional wisdom that technology is inherently a good thing and that there is no evidence to suggest technology has any long term effect on motivation or on learning.

She is rightly suspicious of politicians, publishing companies and producers of digital software and hardware as they have a vested interest in promoting the use of expensive, shiny digital products in the classroom. Their decisions are not based on pedagogy but on political popularity, and generating revenue streams.

Digital is sexy, no doubt – we are all in thrall to our ipads and kindles, but do they belong in the classroom? This is the main point of Penny’s presentation. We ought not to use digital tools for the sake of using them, we ought not to use them simply because they are novel or because everybody uses them in real life – we should only use them when it improves the learning experience.

We have been too keen of late to jump on the digital bandwagon, just as we were when laptops became affordable, when video recorders allowed us to show movies in the classroom or when tape recorders became portable. Technology is not new for long – I remember when I introduced IWBs to my teen class in 2004 – it was the first time they ever gave me spontaneous applause, but within the space of a couple weeks the IWB had lost all of its allure and I was faced again with a stroppy bunch of 14 year olds. Technologies come and go but some things remain constant – the quality of the relationship between a teacher and his students probably has a greater impact on learning than any gadget.

When I set up CELTA courses I deliberately put restrictions on the use of technology in the classrooms, not because I’m a technophobe, but because in my experience I found technology often gets in the way of real classroom dynamics. When I have allowed teachers to use technology I find that their lessons become overly teacher-centred (or IWB-centred), that students are passive and that they don’t use higher order thinking skills, but most importantly technology has an adverse effect on student interaction. Ipads and computers are great for self study, but the fastest way to a teacher-centred lesson (or a lesson with little to no student interaction) is an overly prepared lesson that relies on flashy powerpoint presentations (or IWB flipcharts) at the expense of human interaction and communication.

Furthermore, the inordinate amount of time that teachers spend putting together lessons that incorporate the latest gizmos, do so at the expense of interaction, responsiveness and communication. Teachers who spend 3 hours planning a 90 minute lesson that does not take account of these essential components is getting a very poor return on their investment.

We do need to be more cautious about how we use technology and it about its long term effects – it may be doing more harm than good. Parents often worry about their children spending too much time watching TV or playing computer games – do they really want them to be staring at an IWB or playing on an Ipad with their in loco parentis teachers? Using computers may improve their digital literacies, but might it actually impair their higher order thinking skills – their ability to be creative, to discuss, to evaluate, to think for themselves?

Despite being an ICT co-ordinator in the past, despite being a technophile (owner of various shiny digital playthings) and despite investigations into digital solutions at work, I remain deeply skeptical of blended learning, mobile learning, e-learning, etc. There is only learning , and our job is to find the best way for students to learn in a particular context. What might work well at home or in a small group of 4 or 5 students may not necessarily work well in a classroom of 10, 20 or 30 children – a story book can be more engaging than an ipad, a song played on the piano can be just as much fun as watching a you-tube video, and a teacher who listens and understands his students is always going to be better than a computer.


3 thoughts on “digital schmigital

  1. As someone frequently, and not entirely unfairly, branded a rabid technophobe, I can only agree whole heartedly with this appraisal. The be all and end all to successful classrooms is efficient teachers and effective teaching. If that incorporates technology in a way that supports the teaching and learning environment, then great, by all means use it, but equally if it doesn’t, shouldn’t we be allowed to question its validity? Hey, don’t get me wrong, I love the fact that I can access almost any book I want on my ultra slim Kindle, and the fact that I can place a bet while seated (or more likely standing), on the Underground, but just because technolgical gadgets have enriched our free time, must they become de rigeur in our lessons? Nobody (not even me!) wants to go back to blackboards and chalk, and of course a lot of technology has greatly enriched the teaching and learning experience, but we need to be be firm in the line we draw between technology assisting teaching skills and substituting for them.

    1. just saw Nicky Hockly talking about using mobile phones in the classroom, which at least makes it more student centred, rather than board centred – but many of the ideas are simply adaptations of existing EFL ideas and not particularly ground breaking. QR codes, talking about photos, writing or recording bios or wikis, etc. Just because we use something in real life, doesn’t necessarily mean it belongs in a classroom.

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