A Reflection on Technology
As we consider the implementation of the Don Murk Tech Grant at Boyer High School, I find it important to remember that we must look at our goals for students before we decide on the tools and resources that we may use to achieve those goals. As a language teacher, my overarching goal is for students to gain functional language proficiency and cultural understanding. So, if a piece of technology does not enhance those goals in some way, I donât believe that it should be used. To give an example, using Google Streetview (or better: 3D glasses) to âtravelâ to a different country is a significant enhancement over a slideshow of static photos. Students will gain cultural insights that they would not have otherwise.
However, this isnât always the case. Teachers often get distracted from their learning goals by the newest and greatest tech tool. From my observations in classrooms, the problem is usually not that the tech tool is ineffective at meeting the goal (though it may be). The problem is rather that some uses of technology may be less efficient uses of time. For example, I have experienced that when I ask students to pull out their devices for an online activity, it takes upwards of three minutes for the students to turn on their devices, connect to wifi, open the website, log in, etc. Over the year these lost minutes of instructional time add up, and inevitably, there will be a great deal more of lost time when the technology stops functioning. Therefore, once again, teachers must consider if the technology is so significant of an enhancement that it outweighs the possible drawbacks. If an equally-effective low-tech option exists, why not spend that extra instructional time on a quick review, a warm-up, or even a classroom-bonding exercise. Time is precious, and I donât have time to wait for redundant websites to load.
So, what technology is worth the cut in my opinion? How should the language teachers spend their 100$ from the technology grant? My first choice would be a learning management system, but luckily, Boyer High already takes advantage of the Canvas management platform. Beyond that, I think that my 100$ would be very well-spent on a subscription to Señor Wooly. Unlike some tech-tools, Señor Wooly is something that I would be able to use more than just once in a while. Woolyâs educational videos and related-activities are extraordinarily engaging for students, supportive of Boyerâs Spanish curriculum, and they also (most importantly) are founded on research-based principles of language acquisition.