Nintendo DS in schools

It's funny how timely certain articles are. I just got my Edutopia newletter by email which has a poll about the value of computers and games in the classroom.
The articles talks about schools around the world using these games to work on children's cognitive skills. An example being schools in Japan using them for Japanese characters and math. Other schools working on daily "brain training". Fascinating stuff.
Thus establishing a philosphy of using technology to better education. Yet another article (I paraphrase) discussed the amount of money spent on technology and its lack of use for a variety of reasons. How true! A school district will spend hundreds of thousands of dollars attempting to catch up with technology, having as many computers as possible in the back of the classroom, the latest software packages, a professional looking website, ......to what end?
Are all the above what teachers need? Are all of the above what students need?
Quite frankly, is there one answer for students and all school districts?

I have been truly puzzled about technology in the past few years. For one, I am in what one would consider a pretty advanced district both pedagogically and technologically. For another, I've been encouraged (strongly) to implement technology into my curriculum.

So now, I have the tools: the equipment, the training (webquest, professional development for whatever software I want to learn, someone to help me develop projects that implement technology in my classroom). I create projects that challenge my students, but are very time consuming. I am so proud of what my students create: a seemless blend of French language, culture and advanced skills in technology, including building French storefronts from autoshapes, using free-flow animation, imbedding sound files. I am beaming as I am being observed during this lesson. I think: "Wow, I created this project idea, my students executed it with perfection. I did it!"
Conclusion from my observation: Is this the best use of the students time or could they have created the same thing (dialog in a store) in less time in your class?

Honestly, I truly felt as if the wind was knocked out of me. I had to really think this through. What was my goal, what was my method and what was my outcome. And in the end: Was it all worth it?

I felt very strong about my "technology infusion project". I still do. My students learn so much more through this project than they would have just sitting in the classroom writing down a dialogue on paper. Of course the project could have taken two days. However, that is not the point!
I could write a 10 page paper about why I created such a project and why the outcome benefit my students beyond the French classroom.
- My students can listen to themselves and hear their accents.
- My students can think about how to create a human being with shapes rather than stealing on image of Google.
- My students can demonstrate what a true French cheese shop or Patisserie looks like on the inside.
- My students know how to properly address a "vendeuse" and to be polite as you enter and exit a shop. Some even went beyond and created the entire "village" with it's roundabout in the center, and it's town center.

Yes, I did type out my lesson plans as to what my goal was and by what means I will get to that goal, but the outcome was far beyond what I even fathomed. My students had no sample, just a guideline. They reached beyond my expectations because they are visual. They were on a keyboard, with software they were familiar with. They pushed their own limits because they were engaged. I taped into their interests.

Yes, I believe the project was worth it. Beyond anything I could have had them create with paper and pencil. Quite frankly, my students enjoyed that project. They did not mind speaking French with a funny accent. They are proud to play it over and over again for their classmates. They are PROUD of their work!

So, Yes, I fought to explain my stand and my justification. Conclusion, "find another project for next year. Remember," says my supervisor, "it's about French not technology!"

I am speechless!....well, generally not for long!

Yes, technology can be used efficiently and well. Technology can bring meaninful education to students. Yet, there are a multitude of ways this can be accomplished.

I believe that at first, for some, infusing technology may seem artificial (!) and difficult. It may seem as a unatural/difficult fit. However, by allowing the students to take the lead and giving them a gentle nudge, they will find a seemless flow between technology and whatever topic a teacher presents. Teachers, comfortable or not with technology, must trust that students can take the lead and create. That is how a 21st Century teacher should teach, as a facilitator, not an all knowing sage!