I'm a text type at heart, a reader and writer and evaluator of words. On all the various "learning styles" instruments that I've ever used, I consistently rate as relentlessly (some who know me well might say, "ceaselessly") verbal. So it's not just the technology itself that is throwing me, but also, more broadly, the emphasis on image-based rather than language-based content.
It's not a bad thing, to be out of my comfort zone.
Nor is it a bad thing, to be confronted (some who know me well might say, "bonked over the head with a baseball bat") with my own learning style and how it informs my own selection, evaluation, and presentation of content.
As well, I have some pretty deep-rooted ideas about ways in which both image-based content and rapid-fire presentation can cause more harm than good. This is a long story, and not necessarily appropriate for this venue; but suffice it to say that due to these ideas and the values arising out of them, we do not have cable in our home, nor any sort of video games; nor any beeping handheld devices. Truly, I am not a Luddite. But I have purposely designed a life with considerably fewer technology-based interruptions than most modern Americans'; a life that is intentionally language-rich and which intentionally favors literature, art and music that have stood the test of time.
This course hasn't changed that, nor would I expect it to. What it has done, in a big picture sense, is challenge me to consider whether, and if so how, I might draw lines differently in a classroom than in our home.
Having read ahead on the syllabus (as my eldest would groan, "just like Hermione,") I have also been challenged to try and sort out how technology "fits in" with my emerging educational philosophy. Because even though that isn't exactly how the syllabus question is posed, that's the order in which I have to do it: first, articulate an overall educational philosophy; only then consider where and how technology might (I groan myself) "add value."
Finally, at the most obvious level, I have been challenged to learn the technologies covered in class, though with the notable exception of the WEB SITE, this hasn't thus far been as bad as I feared. I've been particularly thrilled to develop rudimentary blogging skills, so much so that I launched a new one to chronicle our recent family vacation. It was great fun to do, and my father-in-law, at least, enjoyed reading it.
I hope, in the remainder of the semester, that I can effect my vision of drawing upon the narratives and art of several different ancient civilizations to complete each of the remaining assignments, so that I end up with a portfolio of stories that I've always loved, brought to new life by technologies I never really considered.
1 comment:
It sounds like you will be able to borrow heavily from your blog postings when you go to articulate your educational technology philosophy. Often how we feel about a classroom in general is directly related to how we feel about the role of technology in that classroom.
For many people in graduate school, this course is quite different than other traditional graduate courses, i.e. it takes people out of their comfort zones and as you so well put it, asks them to confront their own learning style.
I think you probably use technology in your personal life when it is appropriate and suits your needs, and you don't use it when it would provide an unwanted distraction - that sounds to me like something you would want in your classroom too.
Glad you've been having fun so far, I look forward to your future creations!
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