It is an unprecedented time. Educators are overwhelmed with the responsibilities inside and outside of the classroom, making us a hotbed for those looking to sell us on resources to make our jobs “easier.” This means that there is no shortage of technology available to plan, teach, and engage students. While it is very tempting to hit the “easy button” and allow technology to take over some aspects of our teaching, we should be mindful of our usage in order to continue to prioritize seeing the humanity of both educators and students.
Here I offer four ways to prioritize human connection in the age of technology while also embracing what is new and advantageous.
In the pursuit to make human connection a priority in learning spaces, we must be intentional about building strong communities and a sense of belonging. Belonging is not just a buzzword; it is the foundation upon which any learning space should be built. Technology cannot replace belonging and connection.
Simple try: Hold morning meetings consistently.
Intricate try: Plan for authentic experiences, with or without technology, where students have the chance to connect to themselves and with others.
When planning to use technology in the classroom we might ask, “will this technology enhance the learning experience for students?” If the answer is unclear or “no,” then we may want to rethink the way we plan to use it.
Use technology to engage students, but know that you, the educator, cannot be replaced. There is something special about human-to-human contact. I think of a popular technology store many of us have visited, and what comes to mind is the human engagement and personal customer service that allows us to engage with the technology.
Simple try: Set a ratio of human interaction to technology interaction and follow it.
Intricate try: During any activity where technology is the main vehicle (i.e., Desmos math activity), intentionally plan for ways students will connect with each other during the activities.
Make space for peer interaction, feedback, and critique. This means having student-to-student and/or teacher-to-student interactions, with or without technology. Learning in most cultures is a collective endeavor, so promoting it in your classroom is a culturally relevant move, too!
Simple try: Schedule a brainstorm session before an activity where students get to agree, disagree, and share their thoughts.
Intricate try: During each iteration of a lesson or activity, intentionally plan for student-to-student feedback and critique. When you’re ready, use peer feedback as part of the
grading rubric and watch student agency come alive!
Taking time to reflect on our learning, as children and adults, helps us grow. Think back to a time when you were learning something new or complex. How many times did you need to learn and practice? I know I fell off my bike many times before I was able to ride without assistance. This should pertain to our learning in school as well. Students need time to reflect not only on their result but on their thought processes, and be invited to revise based on that reflection. This requires human-to-human conversations and contact.
Simple try: Schedule reflection time after large assignments where students reflect on answers and thought processes.
Intricate try: Plan for reflection time before, during, and/or after assignments and have a
plan for revision, including grade improvement based on revisions.
Watch the recording of Crystal M. Watson’s Elevating Innovation presentation, Humanizing Children in the Age of Technology, along with all Elevating Innovation sessions on Verizon Innovative Learning HQ.
