Today I asked my students to participate in an informal survey. I used the prompt for the blog assignment about content creation (EDIM508; u05a1): Discuss[…] . . . the role of creativity in the classroom. What do they really value currently &/or what would they like to change about their learning environment when it comes to digital media & technology supporting creativity? In each class, I asked for a student volunteer to record the gist of the conversation within an email addressed to me. At the end of the day, I collated their input [see attached <.pdf>]. One could make an informed guess about their basic attitudes, but there were a few welcome surprises.

Students value an intelligent integration of technology & streamlined access to digital media. “Intelligent use,” is my term, but it’s based on their insight. Not surprisingly, they prefer teachers to use technology to enhance instruction, to serve as a support for the delivery of content. They spot the use of technology for technology’s sake, which ultimately undermines a teacher’s pedagogical goals.

“Streamlined access,” is also a term that I’m using to summarize student insight & expressed need. My students want easy, dependable access information outside of class at times most convenient for them, e.g., before athletic practice, play rehearsal, club meetings; during the ride home, or to school, on the train; late at night after the busyness of the school day & family life has ebbed. And, they want to be able to access the information in an economical way. Navigating multiple LMS’s, web-based apps, teacher pages on the   school’s website, etc., each with its own password & security conventions, is a tangible burden for them. Fenwick High School is a hot-house of high academic expectation, so having to travel here & there to access, complete, & submit assignments poses an unnecessary layer of complexity. One of my students has to toggle between Schoology, Edline, WebAssign, TurnItIn, & Google+ to do her homework! This is manifestly unacceptable.

A welcome surprise is that they have such a sophisticated & well nuanced understanding of how teachers are actually using digital media & technology in instruction. To paraphrase Solomon, “Wisdom comes from the mouths of babes & infants.” They understand the value of digital media & technology, but they want it used well, so that it doesn’t become an all but irrelevant, bothersome bobble hung onto instruction, i.e., practices which rely too heavily on media & technology, but don’t enhance the delivery of content & the learning process.

Another welcome surprise is their intuition regarding multiple intelligences & varied learning styles. Some students like strategies resembling the “flipped” classroom; others experience it as an obstacle. Some students prefer, even crave, greater use of technology in the classroom; others are more comfortable with pen(cil), paper, & chalkboard.

So, to sum up, students want teachers to use technology well & to integrate it seamlessly into instruction in ways that enhance rather than complicate learning. They are open to the gift. Teachers need to choose the gift well.

Google Image: http://linkyy.com/ok3
Survey of Digital Media & Technology Use