Educators discussing technology, especially web 2.0, need to set aside assumptions about "what students really want and need and listen to what they say.

This is the future... students want and need this... education needs to move here... if you aren't doing this, you’re failing students... we can't lose content... this is a fad... I don't have time...

In some form or fashion, comments like these are becoming common amongst educators discussing technology especially web 2.0. While these discussions are critical, these are usually only occurring amongst adults with assumptions being made about "what students really want and need".

It isn't time for assumptions. No longer should we be assuming the perspective of students when it comes to technology. As Marc Prensky recently noted, it is time to involve students in the process of discussing technology in order "to hear all points of view and establish school policies"

The last two weeks, I had the opportunity to begin involving students in these discussions: How do they feel about the infusion of technology into the classroom? What do they know about all of these "emerging technologies"? What should the learning environment look like in the future? Why do they feel, if at all, technology is of value to their own learning? What is the connection between their current use of technology and the technology educational technologist long to see used in the classroom? What are their thoughts about 1:1 computing? What classroom and personal learning value do these various web 2.0 tools that my network felt were important have?

Their thoughts, ideas, and insights offer much to the discussions occurring about educational technology. Will we listen? Will we begin having these discussions in our own school? Are we willing to challenge our own beliefs about technology based upon their beliefs?

Value-Add Focus

Throughout all my discussions with students, the focus always came to the value-add. While students found many concepts and tools exciting, it quickly turned to determining the value technology had on their own learning and growth potential.

For instance, the concept of Google Docs went right to how it allows them to collaborate on their work easier and how it makes collaboration less frustrating and creates equity because the teachers can see what is happening. In other words, they wanted to discuss the value it brought to their world.

As we get excited about this tool and that tool, these students are living breathing proof that it is all about the value-add not the tools. In fact, students were quick to point out that a lot of these tools do the same thing. Thus, they wanted to focus on how it helped them to learn better, manage their time better, and experience the world better. As one student stated, "the possibilities are unlimited" so focus on the possibilities.

Another critical point raised was that value-add was in conjunction with the valuable things already taking place in the classroom. For example, the concept of 1:1 computing didn't make every student jump for joy. It raised questions and concerns about what that meant for the learning environment, how was it going to raise the quality of teaching and learning, and what it meant for the non-technology related practices that they find extremely important.

Bottom line: They weren't impressed with technology for technology sake. They use technology when it adds to their life NOT just to use it.

Desire for Two Worlds: Personal and Professional

One point clearly articulated by the students is the need for two different worlds: personal and professional. They didn't see a need or a value in blending their personal world with their academic studies.

For example, in discussing Ning, the students saw it as very similar to MySpace or Facebook. When prompted about the value of having teachers use MySpace or Facebook since most of the students are using those, they immediately said no. That is their space. Their World. If teachers want to be on there, fine but not to connect with the students.

However, they saw a value in social networking and liked what it could do for connecting and communicating. For example, the students felt that something like a Ning would be ideal academic use and it kept the worlds separate.

Bottom line: They recognize the difference between an academic space and a personal space, and they want to keep the two separate. However, they see social networking as a valuable addition to the classroom so long as it is treated as academic social networking.

Open Minded NOT Familiar

Net Generation, Digital Natives, iGeneration, and on and on. Whatever you want to label this group, the reality is that these students stand-out with technology not because of what they know or are familiar with but what they are open to experiencing.

Throughout our discussions, it was clear almost every web 2.0 tool was NOT something they were familiar with using outside of Skype and the social networking sites MySpace and Facebook. The majority found all the tools shown to them as a new experience including the various Google Apps.

The difference with these students is that they are open-minded about the tools. In fact, those that said they were technology illiterate were open to the the possibilities of technology and wanted to explore those possibilities.

Bottom line: Despite growing up in a digital world, they aren't as familiar with the tools or use the tools as much as we believe. However, the difference is that they are open-minded compared to some of an older generation.

Glocal Perspective

One of the most enriching discussions across the various groups was the value of Global Learning. Almost all students saw the value and wanted to engage in global learning, but these same students were just as excited and just as interested in using technology to connect with students in their own school and local schools.

For example, the discussion of Twitter began with a conversation about using it to connect and network with peers in our school but led to connecting with our sister school, schools in the area, and schools around the world. In fact, the discussion of a Twitter network with AP students around the country was one such possibility the students found intriguing.

Bottom line: While the concept of connecting and learning globally is very exciting and something they want to do, they also want to connect and learn locally and regionally.

My Content, My Choice

The most powerful sentiment echoed to me by students was that this is their content and should be their choice in what happens to that content: what is published, broadcasted, created, distributed, etc. With all the opportunities to create and publish, the students seemed clear they want to control what is shown and what isn't.

Also, a discussion that didn't occur outside of a small group of students raising it was their own learning space. The group of students I did speak with about this all wanted their work to move with them throughout their time in high school. They wanted their own learning space not a space that lived and died with the teacher.

Bottom line: They want control over their content across their academic career and they want to be involved in the choice of publishing that content.

Obviously, this is just one group of students that is by no means representative of your students or your area. However, what would your students say if these discussions took place in your school? What insights would they provide? What assumptions would they challenge? There is only one way to find out and that is begin having these conversations with your students today.

Thank You

I wanted to say thank you to all of those that suggested tools to be discussed with these students and for joining us via a tech troubled Ustream Session. Most importantly, a thank you to all the students that shared and continue to share their insights; your voice is critical!

Posted by Ryan Bretag
From TechLearning.com