I am left with one major take away. Striking a balance is hard.
It has always been our goal at MNLI to be agnostic about the tools and stress the pedagogy, but working with teachers demonstrates how important differentiating technology will be for students.
I came up with my solution. I am not going to teach you how to use a tech tool. Period.
I cannot strike a balance. I have to stress the digital text side and show you how to transform the classroom.
If you want to learn the basics I will show you, but it will be in the context of using digital text and tools to enhance your pedagogical goals.
If you want to learn the basics teach yourself. I have posted videos for all of my sessions on how to use the basic features of the digital tools we will be working with.
Trust me. After doing professional development around technology for the last decade I have come to the conclusion that this is the best solution.
The alternative is me saying, “Now click here” over and over again as I work the room to make sure everyone clicked at the same time. It is not a good use of instructional time.
Instead I will offer play time. Experimentation is at the heart of the #MNLI12 experience. You see this in design studio and in the digital text and tool sessions.
So in my DT&T session I offer play time. This is after I share my pedagogical reasons for using a digital text and tool. During play time you can try out the lesson or you can sit and watch the video tutorials.
This approach builds in the level of differentiation necessary for our success. It also frees me up to provide support to participants regardless of their ability. If after watching the one or two minute clips you are still stuck…then I will help. But in the meantime I am going to focus on using the digital text and tool to enhance my pedagogical goal.
As teachers we should do the same in our classroom. Provide resources to students, whether they are videos, peers, or handouts, that will reinforce basic skills of using technology while as educators we focus on transforming literacy practices.