Late last week the depth of my pedagogy was probed - the intent purely to discover if I really am just about the technology. I wasn't offended by the question, it's something I've asked myself a fair bit over the last couple of years. In answering the question though I (in typical Mobbsey fashion) made a joke that a classroom without any technology would be my worst nightmare.
Stupid joke :/ Particularly because it's not true.
I love teaching, regardless of the environment. Whether that space has laptops, data projectors, ipods, cameras, headsets - that's all just trimmings, they're the bonuses. Give me a space, a group of students ready and willing to learn and freedom to help these students get to the necessary end point - that's all I need to be happy as a teacher.
The conflict between my love for technology and my love for teaching is something I've had to come to terms with over the last twelve months. When I first started participating in the DPLA community this year I was faced with a situation which had me seriously questioning my involvement. I wasn't convinced DPLA was for me or that my pedagogy was up to the scrutiny. My doubt stemmed from a conversation about digital portfolios and students using digital tools to develop and track progress - I was frustrated because it felt as though we were being asked to do things digitally for the sake of doing them digitally.
The reality is that technology is not ALWAYS the best option in the classroom and it's fairly clear that I am percieved as being about the technology.
Honestly, that concerns me - maybe I've been talking techology too much and not enough pedagogy. It's certainly given me food for thought and inspiration for self-reflection - How do I avoid being "the technology" English teacher?