I’ve been sitting on a draft of this post for six months now, hesitating to go public for fear of offending anyone. The content that follows--to borrow from the latest in adolescent vernacular--may ”trigger” you. Or it may inspire you. Maybe it will provoke you to stop following me. Or maybe (hopefully!) it will encourage you to think. Here goes...
Last week, I was working with a teacher during her planning period, brainstorming ways to integrate a specific instructional technology tool into her curriculum. As we collaborated, her veteran partner walked in, took one look at us, and responded, “Oh, no. No more technology for me! Absolutely not.” She promptly turned on her heel and exited.
Unfortunately, this is not an uncommon reaction to my presence in a classroom or a school. While I’m often welcomed with open arms, I’m equally as often treated like Frankenstein’s monster in the village.
I’ve tried to not take it personally. In my best Stuart Smalley voice, I’ve self-talked and mentally declared my worthiness to myself when I sense a reluctant adopter’s discomfort with my presence and with what I represent to her--which is change.
However, like Frankenstein’s monster, I believe I am (or at least my role is) frequently misunderstood. So please allow me this opportunity to clarify: Teachers, I was not put on this earth (or in this job) to torture you, but to instead make learning more engaging and productive for your students.
And promise you: This is not about you. And it’s not about me, either. It’s really, really about the kiddos. My misson is to act as a translator and tour guide into the digital domain--a world in which our students already exist. And a world in which they’d be really, really thrilled to have us join.
So when you get angry at me, or snub me, or tell me things like the following, I tend to take it, well, personally:
- “How am I expected to know this? Nobody ever taught me!”
- “I don’t ever use my Chromebook. I hate it.”
- “Google Classroom? No, thanks. I’ve been getting along just fine without it.”
- “I’m retiring in three years anyway, so I’m not going to learn this.”
- “Technology just isn’t my thing.”
I take it personally on behalf of our students. I'm not working against you. I hope to work with you. We’re on the same team. Just like you, I strive to challenge students, to push them, and to inspire them.
Imagine how you might react if students said the following to you:
- “I’m just going to sit here until someone teaches me how to do something.”
- “I don’t ever use my textbook. I hate it.”
- “My class notes? No. I’ve been getting along just fine without them.”
- “I’m graduating in three years anyway, so I’m not going to learn this.”
- “Reading just isn’t my thing.”
Listen, I get it. Change is scary. But it’s inevitable. Everything evolves. It’s that simple: every industry, every profession, every thing changes.
When an educator summarily rejects the notion that technology is a necessary part of educating our students, when an educator absolutely refuses to improve his or her own understanding of it, and when educators treat as the enemy the people whose job it is to assist them in making the shift, I have to say--and it pains me to do so--then you’re making it about you.
Again, I’m so very sorry if this post makes anyone uncomfortable. But maybe discomfort isn’t such a bad thing, because it’s only when we step outside our comfort zone that true change occurs. As author and speaker Brene Brown so sagely advises us, “You can choose courage or you can choose comfort, but you cannot choose both.” Of course it’s comfortable to stick with what we know and to do things the way we’ve always done them; however, it’s also incredibly courageous to venture into the unknown.
Yet, in spite of it all, I’m very grateful I get to do the work I do. Because even on my bad days, even when the villagers have chased me into the depths of the forest, I have to remind myself:
It’s not about me. It’s not about you. It’s about them.