The Lamppost Blog

Ryan Bretag makes a good point about asking why – not just what and how – we’re using technology in education:

In the midst of this exciting time of change, it is easy to focus on what tool … It is also just as easy to focus on the how given the various details needed and the actual fun that goes into such details.

However, skipping the why because of the excitement of the what and how is a poor practice to get caught up in for educators and it surely is unacceptable for those in roles to assist educators in such planning.

This adds another dimension to my earlier questions about evaluating technology use in the classroom. Or maybe just simplifies it.

Anyway, I’m going to confess to using technology for a “why” that has nothing to do with offering new learning experiences or assessment strategies or any other appropriately educative reason. I’m using it for the sheer excitement factor.

I’ll explain: Right now I’m teaching an after-school literacy class for students needing extra support to prepare for the Ontario Secondary School Literacy Test (OSSLT). Many of these students are there because their parents were convinced by their practice test results and a follow-up conversation that they indeed would benefit from extra help. And I am responsible for the 2-hour extra help sessions after school.

Stereotypically students who aren’t performing well on the practice tests aren’t all that excited about literacy in general. And I find that adding another two hours to their school day doesn’t usually increase their enthusiasm. They tend to show up tired, frustrated, and ready to be bored.

I tried to use pen and paper work today, rationalizing that they will have to write their test using those old-fashioned tools.

Next day I am going to use some online literacy excercises simply because a computer might make things more interesting for some students. And hopefully if they’re even just a tiny bit interested, then they might be able to get something out of this class.

We just might all survive it.

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