During a recent discussion on using technology in education, I heard the terms “computer time” and “non-computer time” used as if they were mutually exclusive and computer time was something that could be scheduled. The reality is, we’ve reached a point where all the time is “computer time” for today’s students. Whether it’s keeping in touch via SMS on a mobile phone, listening to podcasts or music on an iPod, or networking on MySpace, Facebook, LinkedIn, etc. students are using different kinds of computing resources all the time.

On this subject, Mike Elgan writes on Macworld.com about the phenomenon of schools banning iPods because of students allegedly using them to “cheat”. I put “cheat” in quotes because it’s not the right term to describe what’s happening. What looks at first glance like a bad behavior is actually students demonstrating their ability to critically identify the information they need for a task (a test, in this case) and use technology to identify, organize, and apply information.

This looks like a bad behavior because teachers and principals see it through the lens of the way they’re teaching, which emphasizes memorizing facts and being judged/graded on ability to regurgitate them. This is not intellectually stimulating and does not at all reflect how information is used in the real world – and students are reacting accordngly. Everything else in the world that students are exposed to emphasizes choosing, managing, and applying information. But the classroom stands in contrast to all this, so students are likely to apply the information skills they use in every other arena of life to find the quickest, most painless way to get school work done so they can focus on more interesting, engaging activity. Elgan writes:

“What are those iPod cheaters doing, really? They’re creatively putting facts at their fingertips using ubiquitous technology in preparation for using those facts.

Isn’t that a more realistic preparation for college, career and life than teaching memorization?

When I go into a meeting, deliver a presentation, write a column or develop a report, electronic gadgets and Internet-connected PCs are always part of the process. My ability to use those devices and my ability to think critically using the universe of facts always at hand determines to a large degree the quality of my work.

Memorizing information is valuable but not as valuable as the ability to find and use information. Yet we teach the low-value skill and ban the valuable one.”