Yesterday, I was officially observed teaching as part of the teacher evaluation process. At the end of class, my administrator asked what would happen if “this all went away”? “This” was the technology we are fortunate to have. We were using various online tools to have actual and virtual discussions about a poem. My answer was immediate: “I would not know how to teach.” Strong words, and I meant them. I remember the moments, and yes there were a few, when that realization seeped into my consciousness how far gone I was with technology. Of course, if we lose Wifi for a moment, hour, or day, I can cope. It’s not about an emergency teaching situation; it’s about the built in processes that allow me to guide my students to explore concepts at the highest, most appropriate levels possible.
I’ve spoken to a lot of teachers who feel like they need to be more prepared for lessons with technology, and that that gets in their way. I feel exactly the opposite. Adjusting lessons can be immediate, seamless, and impactful.
All of this said, the biggest thing about using technology in education is about using the right technology, for the right reason, at the right time. Using more technology isn’t using the best technology. Is paperless good for its own sake? I doubt it. Is using technology good for every situation? I doubt it. I feel so fortunate that I have a teaching partner who likes to explore different technology options. She vets the vehicles, and I can turn my veteran lens on our choices.
I spoke to my other administrator later today, and I said that technology has completely changed my teaching. Then, I said, “It’s changed my teaching, but it has not changed my vision.”
We had a discussion in class today about technology. One of my students complained when I told her we needed to move our whimsically inspired discussion about Haiku onto the Edmodo lounge group, where students can post thoughts, questions, ideas, interesting links to current topics... I explained to her (on the Edmodo page), that I'd promised students a certain amount of work time, and if we'd kept talking, students who needed that class time would lose it. Her passion, however, could be further encouraged by continuing the conversation in the ubiquity of virtual space. She got it. Others got it.
I get to honor the organic, dynamic, explosion of interest that sets a student catapulting into creativity without interrupting the actual class procedures and objectives. Students can engage with each other and me on the highest of levels, and all students can maintain the course.
On further thought, my multi-decades long teaching vision cannot compare to what is now possible, and my vision is expanding further.
I’ve spoken to a lot of teachers who feel like they need to be more prepared for lessons with technology, and that that gets in their way. I feel exactly the opposite. Adjusting lessons can be immediate, seamless, and impactful.
All of this said, the biggest thing about using technology in education is about using the right technology, for the right reason, at the right time. Using more technology isn’t using the best technology. Is paperless good for its own sake? I doubt it. Is using technology good for every situation? I doubt it. I feel so fortunate that I have a teaching partner who likes to explore different technology options. She vets the vehicles, and I can turn my veteran lens on our choices.
I spoke to my other administrator later today, and I said that technology has completely changed my teaching. Then, I said, “It’s changed my teaching, but it has not changed my vision.”
We had a discussion in class today about technology. One of my students complained when I told her we needed to move our whimsically inspired discussion about Haiku onto the Edmodo lounge group, where students can post thoughts, questions, ideas, interesting links to current topics... I explained to her (on the Edmodo page), that I'd promised students a certain amount of work time, and if we'd kept talking, students who needed that class time would lose it. Her passion, however, could be further encouraged by continuing the conversation in the ubiquity of virtual space. She got it. Others got it.
I get to honor the organic, dynamic, explosion of interest that sets a student catapulting into creativity without interrupting the actual class procedures and objectives. Students can engage with each other and me on the highest of levels, and all students can maintain the course.
On further thought, my multi-decades long teaching vision cannot compare to what is now possible, and my vision is expanding further.
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