Auto e-ography
I. Auto e-orgaphy: My Technology and Me – Journey to technology use in the Mathematics and Science Classroom
Technology, although ever-present in my life, never gained as much meaning to me until I became an educator. I surfed the internet, engaged in online chat and talk whenever I was online but there was never a drive for me to login unless I had to and I preferred to watch rather than play video games. There were two pivotal moments in my journey and relationship with technology: My Blackberry and Educational technology.
My relationship with technology grew with my acquisition of my smartphone and best friend, my blackberry :-). Instantly I was on top of all my mail, increasing and maintaining better contact time with work, friends and family. With anytime, anywhere access information and the concept of knowledge and its acquisition took on a different meaning.
My love for and integration with technology was further cemented in October of 2009 when I had an epiphany of the power and practical use of digital technology in supplementing the teaching and learning process through enabling independent study. On this great day I was in attendance at an education technology conference. The presentation under discussion engaged us in the creation of computer-aided tutorials, which provided immediate feedback. I had just started teaching at my present College and had been searching for ways to assist my students in areas I had identified as in need of remediation and also to increase critical thinking and analysis. I had been using technology somewhat but needed more from the process. I just wasn’t sure how, what or how to do it. Thus I was sold at the conference, which offered practical and clear cut solutions that I could design on my own. Two months later I began pursuing entry into the MET programme. Since then I have taught a number of courses in which I employ digital technology and have found them successful in: increasing concrete reference; enabling situation and contextual analysis; providing stimulation for creativity and standard setting; enlarging the community and providing examples/ experiences from a global perspective; increasing dialogue, contact time and timely feedback; providing opportunities to increase critical analysis; enabling independent study, drills and practice and personal inquiry.
In 2010 when I was asked to teach College Mathematics I realised I was yet again in need of more support and am looking for ways for creating/using simulations and for means of demonstrating abstract concepts in practical contexts, which is where I am at now in my timeline of My Technology and Me.
Timeline of experiences and roles
From: Observer and infrequent Participator
Digital games (Atari, Nintendo)
Net Surfing, Email, Instant messaging, Skype, Social Networks
To: Engaged and Self directed
Blackberry
Net surfing, Email, Instant Messaging, Social Networks (Increased capacity and
convenience through smartphone) , Skype, Wii, Videography
Now: Design oriented
Education technology
PowerPoint tutorials, Online quizzes and tutorials, Websites, Blogs, Videos, photos,
digital stories, Moodle (Online course delivery)
Looking For/To:
Creating/using simulations and for means of demonstrating abstract concepts in
practical contexts