The best idea I heard in class was that we need to be lurking, trying things out with different technology tools. I felt relief to hear that I'm not supposed to be an expert with various Internet options (though, of course, my geeky tendency is to "want to be an expert"). Every time I hear of another software program (like Fathom), a new science visualization tool (courtesy of Mr. Byrne), or an applet that tracks the relationship of Earth to Mars' orbit, I want to play with it until I've discovered its secrets.
I've felt overwhelmed with how to keep track of everything I'm writing, reading, and listening to. There are files on my main computer at home (since that's where it's easiest to type), other files on my laptop (since I need it in #556), some files on my thumb drive (transport between the 2), and others on the U: drive at school (easiest to take notes in #566). Which one is the most current?! Where are those notes I took in class? Since the Adolescent Development class is not in a computer lab, we were all scrambling to find a way to connect to the UW website and the outside world: we quickly become dependent on technology! Even tonight, as I tried to post this blog, my computer was craaaawling along, and I realized how tied in we are to the electronic world. What if the stormy winds took the power out?
In terms of applications to the classroom, I've been trying out technology tools in the Science Olympiad sessions. When I found out we didn't have a computer in our classroom, I brought in my laptop and worked out how to connect it to the projector (who knew what a dongle was?) and got the secret code to access the Internet. I've invited the students to explore their topics and make choices about which events they'll pursue. I kept realizing that I was the one standing at the computer, ready to type, and then I quickly moved out of the way, letting them take control. Even though I assume they already have computer skills, I need to let them practice, not me!
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