In this, my eleventh year of teaching, there is a new ingredient: I am taking the tech into the trenches, even though post-boombox technology is unusual in my teaching environment. This means devoting many an hour to developing resources, hammering out logistics and hauling heavy equipment about campus. What exactly is in it for me – or for any teacher not obligated to teach with technology? Here are five benefits that are worth considering.
The 5 Trumps
1. Self-fulfilling prophecy of professionalism
Though there is obviously more to professionalism than merely showing up with a laptop, rolling out the tech artillery makes me feel on top of my game – and the students seem to have the same impression.
*Vital note: Technical problems seriously ruin the effect. Showing up early for setup and rehearsal are part of the game.
2. A better perspective on material to be covered
Compiling one’s own materials always allows a deepened understanding not only of the material, but of the structure behind it. This can only set the stage for more perceptive and agile teaching.
3. A more efficient, engaged and engaging lesson
Visuals can make key elements of a lesson so much more meaningful. Having visuals ready on-screen, or even creating them on the fly in class (in response to a class brainstorm, for example), is not only much faster than writing on the whiteboard, but it can be saved for future reference. Relationships between the work being discussed and other relevant areas can be pointed out. And as to engagement, student responses have been overwhelmingly positive, especially with images, animations and video. Yes, the F-word (F*N – gasp!) is still a powerful formula.
4. More efficiency in preparing future lessons
Very simply, materials are pretty much done and dusted, though some improvements can always be made.
5. Instant and constant feedback on materials
Speaking of improvements, these can be added immediately after class, or even, in some cases, during sessions. Unlike prescribed textbooks, self-made digital materials are not static, and can evolve organically- even right there on the spot in the classroom.
For more on my teaching contexts and strategy with this project, read on.
The Guerilla Guide to Classroom Technology
In my teaching environment, computer facilities are not yet part of the classroom landscape. Yet some months back LCD projectors started showing up in some rooms. Using them, however, means lugging your own laptop, cables, speakers and more to the classroom, not to mention compiling worthy materials, setting up before class and ensuring everything works. It is demanding, but this post should explain why it is thoroughly worth it.
If You Build It, Will They Come? (My Own Personal Sixth Trump)
Of course, I am not simply doing this for the love of the job (or bulging biceps). The experiment is, mainly, in the Name of Science. On the one hand, the objective is to enhance my classroom time with students. On the other, I hope to optimise their out-of-the-classroom learning by posting new supporting materials to a class resource blog and podcast. I am also tracking the whole process for a research paper investigating students’ perceptions, use of and results from these technologies. A simplified version of the research will serve as an example for the students’ own research project.
E-vangelists optimistically assume that proverbial bells and whistles will lead to better results. Most likely, it will actually depend on how the bells and whistles are deployed… and on the students themselves. I look forward to exploring this issue in the months ahead.
