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2 reasons why educators will never master technology

Educators may never breach the digital divide–and that’s okay.

A report published in March by the Educational Testing Service [1] shows that the U.S. is lagging behind other countries in digital literacy. U.S. millennials scored almost last when tested on their ability to understand and interact effectively with digital technology when compared with other developed countries. [Read the eCampus News story, “Shocking data reveals Millennials lack skills across board [2].”]

The results are shocking, and indicate the need for better and increased tech education starting at younger ages. But are educators equipped with the digital knowledge needed to teach a curriculum more focused on computing?

The U.S. needs to become more digitally literate to keep up with the global economy, but many educators will likely never understand technology on the level they need to in order to teach the subject with confidence.

Here are two reasons why teachers will never breach the digital divide:

1.The Divide is Large.

Our recent report highlights the gap between educators and student digital literacy levels. The second annual State of Video in Education [3] report surveyed more than 1,200 professionals in education worldwide and looked at the perceived gap between educators’ and students’ digital literacy levels.

Among respondents, 40 percent said students’ digital literacy levels are very good, compared to just 23 percent for educators.

The gap is clear.

As younger, more digitally-savvy teachers join the workforce, the gap may improve in the short-term. But technology never stops moving, and in the long run, students will always know more about the latest technology than their older teachers.

(Next page: The second reason why educators won’t master technology; what can be done?)

2.There’s a Natural Circle of Tech Life.

I love Apple products. My home and office are outfitted with the newest iPads, iPhones, iMacs, and Macbook Airs. I research and replace my gadgets with the latest models when they are released. I have been in their target market for years–until recently.

I don’t understand the Apple Watch. Why do I need it when I can accomplish the same things with the iPhone in my pocket?

I am no longer a member of the hip young consumer group Apple targets. It’s a part of the “circle of digital life.” When one generation loses interest in the next best thing in tech, the younger generation is ready and interested in new developments. This cycle is clear when we look at consumer technology, but its effect can be seen in education and the workplace as well.

There is a point when a generation is satisfied with the technology and tools they have, while younger generations hunger for more. In this way, the divide in digital literacy will never close as students will always be more interested and invested in learning about new technology than their teachers.

What can be done?

Educators will always feel less confident teaching technology and digital skills their students are more familiar with–but that doesn’t mean they can’t be effective educators. Faculty can promote digital literacy by encouraging students to think in new ways and experiment with new ideas and processes.

Instead of teaching the specific technical aspects, look at the big picture and teach the overarching themes of the digital environment. Teach students that technology is always changing, so they should always be reaching for new ideas. Give them the freedom to expand their digital knowledge by completing assignments in new ways and discovering the answers to their questions.

For example, I recently saw a group of students submit a video instead of a standard written paper for an assignment. The video project required more time and effort than the traditional paper did, but the students didn’t mind. They were more interested and engaged in the video project and enjoyed completing the assignment. As a result, they enhanced their digital literacy levels, had a richer learning experience, and educated their teachers along the way.

If we accept that educators will be one step behind students in digital literacy, we can focus on creating learning environments in which teachers use their strengths to foster creativity and inspire students to use digital tools to complete assignments.

In this system, students can expand their digital knowledge by doing–discovery and trial and error become their digital educators. Educators can do what they do best by offering guidance and support, and hopefully, will be inspired themselves by the digital work their students create.

Do you think the teacher-student tech gap can be bridged? Should it be?