Walking to my classroom I casually looked into the classrooms as I passed. I was struck by the number of teachers on their computers. My observation occurred during the first 10 minutes of class, so they were probably doing attendance or something school-related. Yet, I started to reflect on how technologically connected we are, especially as teachers. I receive at least 25 emails to my school email. I take attendance and enter grades on-line. I check district and school announcements and retrieve forms from on-line (SharePoint). All my curriculum is saved electronically. It’s as if everything in terms of support and administration is computer-based. Then, when I go home I check my personal email (35+), blog, check Facebook, on-line bank, and read, read, read various on-line articles.
I started wondering about whether technology immersion is a good thing or a bad thing. I started examining my use of technology and asking questions:
- How many hours do we spend in a front of our computers during school time?
- What % of our time on the computer directly relates to teaching and improving student achievement?
- What % of our time on the computer is productive (school-related)?
Here’s a breakdown of the time I tracked in a recent planning period:
- Checked new emails (15 approx.) – 10 minutes
- Responded to 3 emails - 10 minutes
- Checked the latest news (ummm… education news) – 5 minutes
- Cleaned off my desk – 2 minutes
- Checked incoming, pop up email – 1 minute
- Returned to cleaning off my desk – 1 minute
- Started to enter grades in on the computer, but was interrupted by another incoming message – 2 minutes
- Resumed entering grades – 10 minutes
- Interrupted by a teacher asking if I could attend an IEP meeting. I checked my calendar (on my computer) – 3 minutes
- Entered meeting time/date into Outlook calendar – 1 minute
- Finished entering grades – 3 minutes (running time 48 minutes)
- Started to enter attendance on paper forms and computer -4 minutes+
I was struck by two important things. One, I was on my computer almost the entire time. Second, I didn’t do any planning. Zippo. Zero. This last point is what frustrates me the most. I felt like I was just doing “stuff.”
It was experiment time. For my next planning period I was going to do things different. I made a to-do list (one of my favorite things) and determined how much time I need on the computer. I allotted myself 5 minutes to email, forcing me to quickly prioritize important email and simply delete irrelevant email. Next, I eliminated electronic distractions. I closed Outlook, so I wouldn’t get side tracked by those annoying pop-up email notifiers. Also, I closed my browser, avoiding any temptations to read the latest news. Giving myself only 25 minutes, I lesson planned. I brought up my Word template and the creative juices flowed. It was brilliant. After those 25 minutes I turned off the computer. I sat in the corner of my classroom away from all things electronic and just brainstormed and planned the remaining curriculum for my semester class. I didn’t finish, but I accomplished a lot more than my previous planning period.
What’s your thoughts?. Do you think technology is interfering with teaching? Do you believe the opposite? What are you tricks/strategies in dealing with technology overload?
I feel that there is quite a bit of time wasted on technology due to either poorly functioning equipment or lack of knowledge on how to run/use it efficiently.
I feel that there is quite a bit of time wasted on technology due to either poorly functioning equipment or lack of knowledge on how to run/use it efficiently.
Don’t get me started on my projector or the evil copier!
Don’t get me started on my projector or the evil copier!