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You may also have access to services to which your district has subscribed, and those services should run smoothly within your district and classroom (and have customer service numbers where you can usually find enthusiastic support). Your media librarian, technology director, or instructional coach are great resources. You probably have access to staff that would appreciate the opportunity to help you select tools for your instructional needs.
If something is free, it may be blocked or have tiered plans that limit the functionality. If something is great, it may require registration, a subscription, individual tablets/clickers, or more bandwidth. It can seem like too much to invest time and energy in learning about new technologies just to be disappointed when they are impossible to implement with your school’s limitations. Most educators are short on time and resources. It is important for them to see you have a problem, identify it, and allow someone to help you fix it. Students will value being able to help you troubleshoot technical problems in class, so take a deep breath, admit defeat, and let your students be the lesson’s heroes.
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What if buffering is unbearable? Download media you’ll be using in class, whenever possible, and delete it when the lesson is complete. What if the accessories don’t work? Make sure clickers and remotes have fresh batteries and are stored properly. What if the screen is blank? Identify and secure connections ahead of time. Think about what could go wrong to derail the momentum. Run a troubleshooting session before using a new classroom technology tool during an activity. Plus, it can be rattling to experience technical problems in the moment when you’re supposed to be teaching, which can make it harder to problem-solve effectively. Time is tight, you need to teach bell-to-bell, and one glitch in the plan can throw off an entire period. It will help them identify their own strengths and extrapolate them to other work. Be sure to be explicit about the skills that are required for these tasks (e.g., compare/contrast, cost-benefit analysis, synthesis, presentation/communication). They’ll become experts in the room and can help you use the selected technology at the appropriate time. For instance, if you want to choose a tool for collaborative annotation, ask a student or committee to research and recommend the best one. Have them apply their research and analytical skills to a review of tools for a particular instructional strategy. Your students likely have a set of go-to apps and are used to selecting tools for the best features and user experience. Almost every virtual community has discussion boards and messaging functions, so find your tribe according to subject, interest, or comfort level with technology. Your colleagues certainly have their favorites, and they’ve probably already undertaken the effort of figuring out what works well with the special limitations you may face at your site. Get recommendations from trusted sources:Ī great place to go for recommendations on technological tools might be right next door or down the hall.
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Some require registration or access on your school network may be blocked, or they may be incompatible with something your district is already using. With mysterious names like Voki, Smilebox, and 19Pencils, each tool comes with its own flavor of quirks. With such a volume of options available, it’s no wonder that educators with any hesitation may be turned off.
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A recent search for “educational technology tools” turned up over 72 million results, and a link on the first page boasted a list of 321 free technology tools for educators.
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