TightWind is written by Kyle Baxter. Stay Hungry. Stay Foolish.

Idaho will require all high school students to take some online courses to graduate, and are giving each student and teacher a computer or tablet. Instead of lecturing, Idaho intends for teachers to increasingly provide guidance for students as they move through lessons on computers or tablets.

Unsurprisingly, many people are angry. One teacher doesn’t understand how this could possibly improve education:

Rather than relying on technology, she seeks to engage students with questions — the Socratic method — as she did recently as she was taking her sophomore English class through “The Book Thief,” a novel about a girl in a foster family in Germany during World War II.

Ms. Rosenbaum, tall with an easy smile but also a commanding presence, stood in the center of the room with rows of desks on each side, pacing, peppering the students with questions and using each answer to prompt the next. What is an example of foreshadowing in this chapter? Why did the character say that? How would you feel in that situation?

…

She said that while technology had a role to play, her method of teaching was timeless. “I’m teaching them to think deeply, to think. A computer can’t do that.”

She said she was mystified by the requirement that students take online courses. She is taking some classes online as she works toward her master’s degree, and said they left her uninspired and less informed than in-person classes. Ms. Rosenbaum said she could not fathom how students would have the discipline to sit in front of their computers and follow along when she had to work each minute to keep them engaged in person.

Nothing wrong with the Socratic method—my favorite high school teacher used it extensively, and I learned more in that class than I did in many of my college courses—but perhaps Ms. Rosenbaum should re-consider her strategies if she has to “work each minute” to keep them engaged. There’s no way the Socratic method is effective for her if her students are so chronically disengaged.

In-person classes still require a lot of self-directed effort from students, like actually reading the material, and there’s nothing she can do if they aren’t doing it. The problem she’s facing has nothing to do with technology. Her problem is the same one all teachers face and that they will face regardless of whether there is technology involved or not: motivating her students.

Her job is not just to get her students through the material. Her job is to get through to them. Her job is to make them see why the piece of literature they are reading is relevant and meaningful and insightful. Without doing that, whatever teaching method she employs will be completely ineffective.

Which is why her criticism is completely beside the point: whether she has to adopt the state’s new method of teaching, or sticks with her traditional method, her primary purpose remains the same.

(Via Fraser Speirs.)