Tools and Functions

Ethernet Noose by Dan Solo http://www.flickr.com/photos/donsolo/2855854548/

My experience so far with applying technology in an educational environment has lead me to the conclusion that in order for the technology to impact the student's learning, it needs a well structured lesson plan and adequate supporting content for it to stand on. While technology plays an important role in what is used to interact and engage the students, it is not necessarily the motivation or the how and why it is used in a specific content area. The class and content goals would dictate the latter. With that in mind, it is easier to narrow down the options of what technologies are able to help us achieve these goals. It would help determine which online or offline tools will help in innovating a lesson that will motivate the students into cooperating to achieve learning.
As a technology coordinator, my role has been to study the different arrays of technologies available, and help facilitate instructors in incorporating the appropriate one into their lessons and help improve the students develop their skills. So far my contributions have been in multiple content areas, each requiring different functions from technology. One size does not always fit all, therefore I keep an open mind when suggesting technologies, but maintain objectivity to ensure the lesson's goal is not blurred by the bells and whistles of the "tool".

Each of the resources mentioned in the Michigan Merit Curriculum Online Experience Guideline have offered me, at one point or another, a platform on which to help teachers plan engaging activities in their different content areas. Wikis and electronic portfolios have been the two that I believe have been more effective. Wikis, in my experience, have been a great way for students to participate in collaborative group work, where they engage their content directly by doing research, organizing content, and publishing their cumulative work. This has specially been helpful in science courses. The electronic portfolio has been a way for students to publish their best and strongest proof of their work. Using Google Sites has facilitated this at my school, allowing each student to initiate a log of their work from when they enroll, until they graduate. Currently this is implemented in ninth grade, where students incorporate work from various content areas, although it primarily promotes literacy and reinforces knowledge taught in their English course.

Through the use of wikis and electronic portfolios, teachers can practice a multitude of strategies. Scaffolding is an important part of wikis, where students are made to think further about the topics they are involved in, and synthesize from their research and experiences. It is also a great way for students to work on similarities and differentiation from their research, a great way to help them compile their final thoughts on a topic. In helping students design and create their online portfolio, modeling and independent instruction are prevalent as teaching strategies. Modeling to the class by either metaphoric or by hands-on example are common ways to broadcast the information to large groups, while independent instruction is more effective for those target students that need additional attention. Both are teaching strategies that are familiar to non-tech teaching.

I am not sure that there is a specific resource listed that would be harder to implement from the other. Each online resource has a different function and might not fit all required aspects of a specific content. Since I float around from one content area to another, I have to assess the strengths and weaknesses depending on whichever content I am focused on at the moment. Though for all intents and purposes, I would say that online projects in general offer obstacles. Whatever the platform, wiki, online research, online simulations, or interactive online collaborations all offer their own characteristics that can come with obstacles that can make it hard to incorporate initially.  Planning how to educate the students on their proper uses and practices would be a key component in deciding which tool is the more difficult to implement. By focusing on the needs of the content area, it is more possible to better choose the right tools for the job. Hence, not allowing to get wrapped up in a technological noose over instruction.