Brown Skin: Red America

Country Roads. Farming. Burning of Chambersburg. Fresh Produce. All of these are associated with Franklin County. But a new wave of association is coming: under represented migrant workers. In the article, Benschoff (2020) reveals that there are currently 843 immigrant students in need of ESL instruction, more than double from last year. These immigrants come to Franklin County for the vast amount of opportunities, but the school district has to keep up with the need. Despite doubling in size, the Chambersburg Area School District only hired one addition ESL teacher. A main concern of these programs being developed by the white population with a lack of understanding of students true needs. Within the article, Benschoff (2020) address the concern of stigma of immigrants, ESL instruction, and life as a family of migrant workers.

This article is of particular importance for me, as I live in the Chambersburg School District and teach in the neighboring school. I heard this piece play on the radio three times this week and every time I heard it I felt a particular responsibility. Even in my coursework, I imagined a classroom in the far distant future with students in an imagined classroom. This article brought me to reality that this isn't an imaginary world with practice lesson plans, but this is a world that is currently being affected and affecting EL students. The piece highlights one of the families and all I kept thinking is did they sell me vegetables at the farmers market this year? Do they work on the farm I know and love? Are these the people whose name I don't even know, but they make my summer meals possible? The answer to all is yes. These students are our connection to our community. ELLs are quite literally the thread that binds us. They are the thin, integral line holding and connecting all of us together. 



Benschoff, J. (2020, February 22). Speaking mam in MAGA country: I
mmigration, education, and the teenage boy in the middle. Retrieved from
https://www.witf.org/2020/02/26/speaking-mam-in-maga-country-immigration-education-and-the-teenage-boy-in-the-middle/.

Which Came First: The Learning or Technology?

As the common phrase goes: which came first the chicken or the egg, as educators we must question which came first: the need to use technology or the need to educate?
Blynt (2020) points out that much like required elements of teaching such as tiered vocabulary, essential questions, and assessments, technology can fall into a pit of is it leading to and enhancing learning? Blynt (2020) encourages teachers to reflect on the pitfalls of technology and cites issues such as privacy concerns, corporate greed, and use. With use, teachers must truly think if the technology is adapted effectively to replace old methods with no damage to student learning. An example provided from the reading is digitizing state tests where annotating is more complicated and requires an additional skill set to simple highlighting with pen/paper. Blynt remarks, "How much instructional time will be squandered to teach students how to use a troublesome computer program?"

This article points out one of my biggest concerns with technology usage in that it doesn't always align to the way a brain works. At least, not in my observations. When I took my first technology education course in college (back when google docs was revolutionary...) I found this phenomenon to be abounding. It took 3 times the effort and time to digitize and it was just a replacement for a simple conversation or peer review that could have been on pen and paper. Even more so, I spent days upon days of instructional prep. which would only be complicated with and L2 language barrier. With recent upgrades on all technological platforms I think the technology is catching up with the education and tools such as Schoology make some works easier. For example, manipulative work that used to be cut/paste where small pieces were almost always LOST and then students were CONFUSED has become a much smoother process. Students can now draw, drag, drop, and re-post in new ways that are starting to reflect more of a pen and paper approach. 

Am I always convinced of the benefits of technology at the ripe age of 30? No. Do I still think throwing markers, crayons, and colored pencils at my high school students like they are confetti at a wedding can be the best approach? 1,000 times- YES. Can technology sometimes replace old school methods though? YES. But as Blynt (2020) urges it can, but that doesn't mean it always should. Educators need to make decisions based on the needs of students and be discerning of the methods. 

Blynt, G. (2020, Feb. 12). Think critically before introducing more technology to the classroom. Retrieved from https://www.syracuse.com/opinion/2020/02/think-critically-before-introducing-more-technology-to-the-classroom-commentary.html.

Digital Discrimination and Implications in the Classroom

It is a widespread assumption that everyone has technology and all the digital tools in their imaginary tool belt when they sit down in our classroom. Since we are raising children and are engulfed in the digital world, it only makes sense that we are all on an even playing field when it comes to technology.

Despite this assumed belief, an imbalance of accessibility to the internet is on the rise. Irshad and Ashraf (2020) cite that the Web Foundation claims that the internet is a public good and a basic human right. Despite its intended purposes, the internet is being used to divide rather than unit. Digital discrimination is the phenomenon that is negating the benefit of bringing together a wide expanse of communities from all areas. Rural areas seem to be the areas that suffer from the divide. Rather than promoting widespread access, the government of India ordered digital shutdowns numerous times. Digital shutdowns and a lack of even accessibility is leading to a digital divide that undermines the goal and purpose of technology asserts Irshad and Ashraf (2020).

So, what does this mean for an ESL community learning in the digital world? A shift in educator thinking. The ESL community is unique in that we may get students from any educational background, home life, or proficiency level. In our educational bubble we see technology constantly and it may be assumed that our students have or do see the same. This article shines a light on the need to remain present in our awareness of our students accessibility to and understandings of technology. We can artfully reinforce the original purpose that is highlighted by Irshad and Ashraf (2020) and do what the governments in other countries seem to be working against: bring together digital communities.