KEEP CALM AND USE TECHNOLOGY

I teach in a district with a 1:1 environment where each student that I teach has been issued a laptop.  The mission statement for our 1:1 initiative recognizes that "the integration of technology is essential to motivating and engaging in rigorous and relevant lessons."  I appreciate that in this mission statement it is made clear that technology is to be used in the midst of rigorous and relevant lessons.  The computer is not a savior.  It is not the teacher.  

It has been my experience that some educators are apprehensive about the 1:1 initiative and its implications on teaching.  One of my colleagues has done a nice job of addressing some of these concerns in a recent blog post.  In addition to the teachers comparing their use or understanding of technology to each other, I imagine that some part of the apprehension to use technology is very much a fear that is rooted in the narrative that the computer is the answer, as is seen in the "One Laptop per Child" campaign (See video).

On a pragmatic level--fear of being seen as obsolete--I can see how buying into these kinds of beliefs has the potential to stunt teacher growth in the area of integrating technology. 

Exploring Apathy and Motivation in Teachers and Students as Professional Development

"I'm up there talking and they don't even care."
"10 out of 26 kids turned in a rough draft. I told them that they'd lose points, and the next day only 2 more kids turned one in."
"I planned the hell outta this lesson and it totally bombed. I thought they'd be excited, but they were like, 'Whatever.'"

And then we play the blame game:

• it's their home life; they don't value education
• they're always multi-tasking and can't focus when I'm just trying to teach them
• their other teachers never collect homework so they're used to doing nothing
• last year's teacher didn't teach them anything so they're not ready for this class

Image courtesy of kirkh from Flickr

So whether I've heard these things or said these things, that doesn't matter. It doesn't change the fact that student apathy exists. It also doesn't change the fact that teacher apathy exists. In our case, though, as teachers, it's the apathy to evaluate our own practices and determine what our role is in student motivation.

Because I had numerous conversations during the first semester about student motivation--in the hall, in the lunchroom, in my office--I knew this topic was on teachers' minds. When veteran teachers--those teaching over a decade--start to compare the current level of apathy they're facing and claim that "it's never been this bad," it's worth examining. Is that true? Is there some new development we need to be concerned about regarding student apathy?