I have been thinking a lot about the role of technology in class recently for a couple of reasons:
Much of the reading and discussion of the subject has focused on familiar ground:
it has been part of my online studies for my Trinity Dip TESOL (more on that in an upcoming series of posts) we had no internet at all in Gabon last week due to a major technical fault combined with all the telecom engineers being on strike (you can read about how that affected my lessons here)
Disagree! (See below) – Image via @mattleddig via #eltpics
what is technology exactly? (including the pedantic idea that the board, pens, and paper are all ‘technology’ of some sort – can’t we just agree that by now ‘technology’ in these discussions refers to digital technology?) do we have to use it? (of course not! You don’t have to do anything! Like any other tool at our disposal though, it pays to be aware of its potential uses and affordances) ‘digital natives’ and ‘digital immigrants’ (why are we still talking about this when even Prensky himself has moved on? Growing up in a connected world does not make anybody naturally proficient at using tech) the interactivity of interactive whiteboards (interactive being used here in the person-machine and not the person-person sense) If you suddenly found yourself with no access to technology (the digital kind!) would you still be able to do a good job of teaching your students? Or would you go into a blind panic? If you were suddenly told you had to start using a particular piece of software or hardware, would you be able to evaluate when and how to use it most effectively and apply that to your lessons? Or would you go into a blind panic?
Picture by Sue Lyon-Jones via #eltpics