Two years ago I read Teaching Naked by Jose Bowen, and it gave me the greatest challenge I have ever come up against. He argues that what we need to know in light of all of this available technology is not how to use it in our classroom but how to be worth the money that students pay for us in a world where knowledge about everything can be consumed for free. He can tell you his argument himself, here:
Everyday since I read this book, I walk into my classroom thinking: how can I give my students a meaningful interaction that is worth them getting dressed and coming to class? how can I make my classroom less about content they could get from anywhere and more about connections that they can only get in the classroom? I did not take technology out of my classroom, though. Instead I challenged myself to use the technology to bring to the classroom what only it can bring and to have myself bring to the classroom what only human interaction can bring.
Technology brings customization to my classroom–a point that Bowen brings up. I value ques taken from where feminist (bell hooks, Joan A. Mullin, Susan Jarratt) and hip hop pedagogy (Mar Lamont Hill) meets technology scholars such as Cynthia Selfe and Gail Hawisher
Feminism, VDay 2007 and Me by Julie Jordan Scott
in order to produce a culture of accessibility.
The first part of customization that technology in my classroom produces is an environment that is accessible from anywhere. When class discussions are done through solving problems on a google document and everything is posted online, students can participate and learn no matter what their circumstances are that day. But more importantly, when students can participate from anywhere, it helps them to see the importance of being in the same room as the people they are collaborating with and learn what is valuable about different mediums of communication.
The second part of customization that technology allows is letting students explore the texts of the day. Many class days are spent not by me showing them examples from my culture of what is good, but with them searching for it from their own online repertoire and having to tell the class why it is good. When we have access to more mediums in the classroom it is easier to transform the class into a place that is accepting of all mediums, to show students that all roots have importance, not just those traditionally valued by western academia (ie print text). This also focuses on a principle of students taking the reigns and deciding what is important instead of being force-fed it.
Technology brings individualized attention to my classroom. The way 
that students work has changed; students are no longer productive with a pencil and paper. However, having computers in my classroom means that I can create a space where students can work on their major projects for the class with me as a partner, instead of having to take what I say to a group of students as a whole and try to apply it to their own work. This ability to spend class time giving direct feedback opens up my position as a teacher from a person who checks to see if they have done what I asked to a person who discusses with them how to make things work. It means that instead of giving them a final grade, I can work with them until they have learned what it is that an “A” student knows.
Technology has changed the purpose of higher education from being a place of distribution to being a place of learning how to critically think. I strive to make this a reality in my classroom; the classroom is a place for restructuring the mind to solve new problems. Information is free and widely available, but knowledge can only be gained through meaningful problem-solving practice in the classroom.