When technology fails, learning doesn't have to stop

As a student, it's still a common experience to watch professors struggle with classroom equipment. In their attempts to show PowerPoint presentations or video clips, they often go through the exact same motions of checking wires, turning knobs and mumbling under their breath while their faces steadily redden and their composure quickly melts away.


Since I'm studying to be a teacher, this is worrisome to me. It's hard enough to stand in front of a group of people and try to keep my calm and their attention at the same time, without having the technology fail me. While these difficulties can happen to anyone, no one likes to be embarrassed, and I don't relish the idea of my students perceiving me as incompetent.


Furthermore, when technology fails, it costs more than just the teacher's pride--it also costs time. Teachers are under considerable pressure to ensure their students are learning and performing well, and often have limited planning and class time with which to accomplish this. I'll admit that I'm concerned about planning activities around technology, because if it doesn't work, I either have to spontaneously adapt my lesson in class, or need to have an alternative lesson already planned. As I'm already being told that I won't have a lot of planning time, the idea that I will have the time to create backup lessons doesn't seem realistic.


However, I ardently believe that it is important to include technology in instruction, and will do so despite any glitches I might encounter. If malfunctions are part of the use of technology, then at some point our students will encounter these difficulties themselves. Just as I have recognized the frustration in my own teachers, I know my attitude toward failing technology in class is going to be conveyed to my students.


However, I have also learned a lot from teachers who have explained what is happening, and what to do about the equipment problems they encounter. If I use malfunctions as an opportunity to demonstrate to my students how they can go about rectifying a technological difficulty, then at least some learning will occur, and class-time will not be wasted. I just need to remember that as a teacher, I am always teaching with my attitude, my actions and my words, and therefore any problems I encounter with instructional technology are also opportunities to teach my students how to overcome them.