Say what you want about the writings of Post education columnist Jay Mathews (and over the years I have), he does manage to stumble across some insight occasionally. Even if he’s trying to make roughly the opposite point. His most recent example is his column from yesterday’s paper.1

A high school teacher here in Fairfax County (formerly my employer and aka the overly-large school district) complains that student responses in his government classes have been “crumbling” since “smartphones and other such devices were allowed a few years ago.”. Evidentally, before this “invasion”, discussions on his lessons were thoughtful and lively. In just three years, which was about the time BYOD entered the picture, kids have changed that much.

Of course, this is just an observation. He and another teacher are writing a book about the “decline in critical thinking as digital technologies grow”. However, they “admit they have mostly anecdotal data” to use for their work but are are certain – certain I tell you! – that “brain research eventually will back them up”.

Ok, this is nothing new. I heard from plenty of teachers who blamed kids carrying smartphone for all sorts of ills. But I also know many educators who view the spread of personal connected devices in the classroom as an opportunity to enhance student learning and improve their own teaching.

Anyway, getting back to Mathews purpose in this column. He is trying to use the story told by these teachers as proof that technology is “degrading discourse” in the classroom and “hurting students”, to use two phrases from just the headline. But at the end he drops in his personal biases when it comes to technology and completely kills his authority.

As a journalist, my most pressured years are behind me. I can have a rewarding professional and personal life even though I don’t use smartphones or tablets, never tweet or don’t go on Facebook. I am excused of such eccentricities because of my age.

Two things: first, as someone pretty close to his “age”, I really resent the idea that you get “excused” from learning, and participating in the real world, because you’ve passed a certain checkpoint in life. In schools, we use this reasoning far too often to excuse those “older” teachers from the requirements of understanding how connected devices are changing the process of learning for their students. And from actually using those new tools to better connect with those kids.

And second, I’m not a journalist, but I do understand how radically that profession is being changed as a result of technology and social media. Refusing to acknowledge and at least attempt to use such “eccentricities” in his own work should disqualify Mathews from analyzing any changes they are forcing on the American education system.

I say “should” because he will be back soon with more nonsense about the need for traditional educational practices (probably having to do with AP or charter schools) and the Post will print it.