Technology in education is certainly a two-edged sword. On the one hand, modern technology gives students fantastic opportunities to learn in ways that were previously difficult, expensive, or impossible for teachers to design. Teachers often appreciate new technology tools that allow them to perform many of the complex or tedious tasks of education, like correcting papers and analyzing testing data, more effectively and efficiently. Modern media tools also have the potential to convey instruction–and develop problem-solving skills–much more effectively than the overhead projectors and chalkboards I used when I started my teaching career (Net Industries, 2017, para. 11).
On the other hand, new hardware and software learning tools are being developed and modified at a rapid pace that can overwhelm even the most tech-savvy educators. Often when I show teachers a new tech tool to make their jobs easier, they will ask me how long I think it will take for this tool to be replaced by something even better. My worst fear is that education technology might turn into a sort of Red Queen’s Race, in which teachers, like Alice in Wonderland, must constantly run just to stay in the same place (Carroll, 1871).
I’m currently working on designing my Demo Course Unit, which is a mini-course for teachers who would like to integrate visual media tools into their instruction. I’d like my teachers to build an electronic portfolio as a summative assessment for this Demo Unit, so that they can collect and share several artifacts that represent what they have learned about using modern technology tools in their lesson designs. I have decided that the best way to provide structure to this rather open-ended assessment is to provide my teachers with a template they may use to construct their New Google Sites portfolios (Wise, 2017b). My template will be shared with my teachers in a way that incorporates some variation in representation, which is an important consideration of Universal Design for Learning (CAST, 2015). I will provide my teachers with both a direct link to the template site and a narrated screencast video with subtitles (Wise, 2017a).
Carroll, L. (1871). Through the looking-glass [Project Gutenberg version]. Retrieved from https://www.gutenberg.org/files/12/12-h/12-h.htm
CAST. (2015). About universal design for learning. Retrieved from http://www.cast.org/our-work/about-udl.html#.WI4edhsrLD4
Net Industries. (2017). Media and learning – definitions and summary of research, do media influence the cost and access to instruction? Retrieved from State University Education Encyclopedia web site: http://education.stateuniversity.com/pages/2211/Media-Learning.html
Wise, B. (2017a). How to build your media tools portfolio on New Google Sites [Video file]. Retrieved from https://youtu.be/kGHN2_oklJg
Wise, B. (2017b). Template – media tools. Retrieved from https://sites.google.com/mail.brandman.edu/wise-eduu628-demo-summ-port/