DyKnow, an increasingly popular program that arms teachers with content sharing and monitoring tools, perfectly represents innovative educational technology that offers little to no educational value.
Education technology should keep students on task and make learning easier, but as far as I can tell, much of DyKnow’s collaborative software isn’t necessary or ideal for classroom use—especially for smaller class sizes.
But to be fair, I agree with part of DyKnow’s mission statement: “Teaching and learning should be an exciting, collaborative adventure.”
I attended Brimmer and May in Brookline, Massachusetts, among the finest independent day schools in the country. I received tremendous one-on-one attention in an inviting, warm and academically rigorous community.
I fondly recall local ski trips with my then-AP English teacher, Judy Guild, who now serves as the amazing head of school. Riding on the chairlift, we would discuss the works of literary greats like Flannery O’Conner, Charles Dickens, Elizabeth Gaskell and Thomas Hardy.
I have lifelong memories of engaging with my amazing teachers and peers, obtaining meaningful appreciation for new ideas. I encourage you to visit Brimmer and May, where dedicated, upbeat individuals engage in effective collaboration each day.
Teachers like Ms. Guild make learning fun, engaging and relevant, and educational technology should aim for no other goal.
I absolutely love online learning, and I’m excited about the potential for massive open online courses. But there is no substitute for teachers who have the opportunity to engage students in person. Why would any teacher want to send e-messages to a student sitting just several feet away?
I can only imagine what some students must think of DyKnow: “My teacher thinks so little of me that he sends me messages through DyKnow, even though I’m sitting right in front of him.”
DyKnow does allow users to submit message feedback on how well they understand course content. Teachers could find this helpful, especially for tweaking lessons midstream. All the same, I strive to create an environment in which students feel comfortable expressing their understanding or misunderstanding. I also make known that I am available for extra help and that my door is also always open, in case individuals wish to meet one-on-one.
My biggest problem resides with Dyknow Monitor, which, while technologically cool and innovative, draws too much unnecessary attention away from the act of teaching.
With DyKnow Monitor, teachers can see thumbnails of student’s screens, block access to non-curricular applications and web pages, and even help teachers save time in the classroom by opening and closing applications and web pages for students. If more direction is necessary, teachers can lock the keyboard and mouse on one or more computers and refocus the entire class at once with an onscreen message.
I’m a firm believer in moving around the classroom to engage students fully. With my own two eyes—not through a computer screen—I monitor student behavior.
Other than an injury preventing a teacher from walking, I see absolutely no need for Dyknow Monitor, which, to be quite frank, promotes teacher laziness and ineffective instruction.
I’m busy enough when I teach, and I don’t have the time nor interest to also act as Big Brother. Instead, I craft and execute engaging, relevant and exciting lessons. My students actually want to pay attention and make effective, wise use of technology.
I’m also dubious of teachers who use DyKnow Monitor to shutdown or take control of a student’s computer. If such action is needed, it’s more likely due to a poor lesson than any fault of the student.
Believe it or not, I do like how DyKnow makes it easy for teachers and students to share notes. But with free applications like Evernote, I can’t imagine why any school would invest in the entire DyKnow suite.