Final Reflection
After these technology courses, I have a different perspective on technology devices and how to use them not only in an educational setting but also personally. Also, I can see how so many options are available and need to be available rather than choosing to use only one. Some people are very comfortable using technology in their everyday lives and see it as essential. Others could go through a day quite easily without using much. For example, a computer is almost essential in all homes these days, but some people prefer laptops or iPads to the desktop. The mobile devices allow them to work anywhere in their home while doing other tasks; whereas, a desktop needs to be used in one room generally allowing only for the computer task. The mobile devices are probably used more often because they allow for the quick and constant connection while the desktop computer becomes less convenient and less used. Just as computers in the home have various uses and benefits for various people, so do other technology programs. Different users have different preferences just as students learn in multiple ways. We need to offer options to our students, so they are all able to learn in the best way possible. For example, if we do projects in our classrooms, offering a multitude of options for presenting those projects will allow the students to use the one that best fits them as well as provide variety and excitement rather than bore the students (and teacher) with the same form of presentation. Not only will the students learn about and get excited about new technology, they will also be showing off their learning. The whole point here is variety is needed when using technology (programs, etc.) in the classroom.
Another realization I had, after exploring the various technology programs in class, is that some work better with small groups than whole classes. For example, I have iPads in my classroom, but I generally use them with small groups or individual students. There are many apps that work very well for only one user at a time. Unless there are enough devices for all students, which can be tough with budget constraints these days, the devices are not getting used as much as they could. I find that many of the apps my students use are great supplemental resources, which is why they work well in my classroom, a supplemental classroom. I often offer the apps to classroom teachers, but they rarely get the opportunity to try them or use them because of either lack of devices or lack of understanding on how to incorporate them into a full class of students. Another example of how group size matters is with the use of more time-invested programs, such as Wikis or VoiceThread. Creating a Wiki or VoiceThread as a supplemental resource would not have the same value or benefits as they would being used for a whole class. I am not saying they would not be useful; there are simply better tools for different group sizes.
After looking at the list of technologies we have experienced in class, a few stand out in my mind. I am happy I had the opportunity to try out several of these tools, so I could figure out how each of them may be useful for the ELLs in my classroom. For example, I may not use a Wiki in my classroom, but it is helpful for me to know how to navigate one, so I can help my students. After working on the literature circle Wiki project with Erin, I realized how user-friendly it is to use. I also think Wikis work well for ELL students because they can be very visual and explicit or even multilingual with the information being available when the students need it. Blogs also stand out as a useful tool for ELLs whether it be a resource for my students to look at or a place for them to publish their writing. I often work on writing activities and am searching for ways to keep the students engaged. A piece of paper and pencil are definitely easy and always available, but I think it is nice to change the tools (again have variety to meet all the students’ needs). For example, some students can focus better when writing on paper with a pencil while others may find it easier with a keyboard on the netbook. Some students even find touch screen keyboards on the iPad to be better than a standard keyboard. I like that all the students can feel successful and get into their writing because they have the right tools. Another program I have started to use more often with my students is Google Docs. I have discovered a few benefits from working with the program: the students are able to collaborate on a single writing and help each other—some are great at contributing ideas while others are better at spelling or grammar, the students are beginning to create a habit of sharing their writing with me—I then get updated writing samples, and the students can access their writing from anywhere they have access to the Internet rather than needing a thumb drive or a school computer (for the network). I look forward to trying some of the other technologies we learned about to see how they work with the students in my classroom.
I am thankful for having the opportunity to try several technology programs in this course. Of course, I would have been able to try many of them on my own, but it all takes time and a bit of comfort to explore. I have also realized that the more opportunities I get to use or explore a program, the better I understand it and better chance I have of finding potential use for it. Overall, this course has made me think not only of how to effectively use technology in my classroom but also how others are affected by it.
