Email (including a Listserver)
Discussion Boards
Blog (mine)
Aggregator (with my own feeds in it)
File repository space
Web server space
Text chat
Word processor
Graphics software (like Photoshop or The GIMP)
Spread sheet software
Firefox web browser
A broadband connection in the home
phaedrus » Blog Archive » My Basic Toolbox.
This list encompasses more than I had considered. I use word processing daily for many tasks. Spread sheet software, used to manage information mostly, is also something I use frequently. When I first started teaching, I did not have a broadband connection at home. I quickly updated my internet connection, couldn’t deal with working with one hand tied behind my back. Email keeps me connected with the broader educational community (mostly in my immediate realm) but outside my classroom. I have only used discussion boards in the context of the two classes I’m taking this semester. My only experience with blogs and aggregators have also been in this class. The other items, I’m going to explore before I comment on them.
When I think of tools I regularly use in my classroom, the most relavent are search engines, networked resources like KVL, unitedstreaming etc. When I think about using more of the listed tools with elementry students it is both exciting and intimidating. Giving the kids opportuniites to discuss and share information through blogs seems like a valid way to encourage engagement with learning. Giving them opportunities to connect with other learners outside our direct environment also would impact their learning in a positive way.
What I haven’t processed yet is how do I empower my kids to use such tools without compromising the time I spend in direct instruction of content. I know my learning curve for the tools we use in this class is time consuming – I learn by doing (making lots of mistakes as I go) which involves large amounts of time. Granted – once I figure it out, I’ve internalized that learning and I’ve absorbed some content in the process. But how do I cover interdepencency of living things in the allotted two weeks, while also developing a technological literacy in my students? Can they learn both the method and the content simulataeously?
On the other hand, I see definite and immediate advantages for using the basic tools list in my professional service. I already communitcate with other teachers, administrators and school personnel via email. This is an upgrade of paper/pencil communication but doesn’t really change the point of the task – to share information. I spend inordinate amounts of time at school networking with other teachers about content matters, instructional plans, curriculum issues, and still find it difficult to get all the vested parties together for planning sessions.
It seems that IM, blogs, and ‘chat rooms’ (is that the appropriate term for TappedIn?) could be more effective than what I do currently. Copies of lesson plans, and other documents could be posted, then suggestions, questions, could be addressed vie IM or chat. Also, my administrators could have more direct knowledge of what teachers are thinking/doing and have more imput about instructional resources. It seems that someone needs to be the leader of establishing the online community and I don’t know how you could encourage participation of the staff. And I think that the potential to connect with other professionals would benefit me directly.
If we as professionals begin to use the technological resources at our disposal in our own lives, then we will be much more likely to expand this to our classrooms and our students. I estimate that the percentage of teachers in my school that are comfortable with tech tools beyond email to be about 30-40%. Programs such as the Masters in Ed tech will go a long way to expand teacher literacy in using technology for instruction.
I am just beginning to develop my own personal toolbox and I am excited at the potential that exists.
