Half-hearted or half-assed?
Posted October 27, 2015on:
When I saw this tweet, I asked myself that question and made a link to how technology is sometimes used in schools.
Whoever posted the tweet decided to share photos of an announcement broadcast on television. It was immediate but awkward.
It made little sense because the tweeter took pains to highlight the source (the football club’s official Twitter handle). The source provided a link to the official announcement.
If the tweeting reporter had followed the proper channels, he would have stayed on the same channel. The announcement was made on Twitter, the link was on Twitter, and the report was also going to be tweeted.
The context was the need to report the news because it was urgent. There was a race to be first with breaking news. However, what is more important was to do it right, and that was to cite and provide evidence from the source. The source was the football club which made an official announcement on its website and amplified it via its official Twitter channel.
Such a behaviour could be half-assed because it showed the poor professionalism of the journalist. He might have let his excitement and the need to be first get in the way. If he had taken a breath, he would have realized that the fans already knew.
It could also be half-hearted in that he knew there was a more reliable source, but chose to use an indirect TV source instead. He could have retweeted or quote tweeted the official tweet, but he chose not to.
I wonder how many teachers realize that some of their technology use is like that.
Such use is flashy and sexy and designed “to motivate students”. But is it well thought out and designed for sustained learning?
Some attempts at technology are for cameras and visitors’ sake. How much of it is for the learner?
Some teacher attempts at technology use is a result of experiencing it at a recent workshop or vendor demonstration. How much of it is based on rigorous research and/or critical, reflective practice?
Other technology use is periodic and strategic, like e-learning days. How much of that learning is peripheral? How much learning actually happens?