A Simplified Course for New Technology Users
When developing this module (module 2) I considered the learners that would be enrolled in this course. The learners would be new technology users trying to build their technology understanding and how they could use technology in their classrooms. These learners would want a simplified course that is easy to navigate, not too technology heavy and that did not require a lot of “extras” for them to participate in. I did not want to make it overwhelming for the participants.
With beginning technology users I often hear lack of training as one of the concerns about integrating technology into the classroom. One of the concerns is that teachers feel inadequately prepared to use technology in their classrooms. As Sheninger writes, “With the integration of technology comes change. With change comes the inevitable need to provide quality professional development. Many educators fear technology as they feel there is not or will not be the appropriate level of training to support implementation” (Sheninger, 2012). In this module I attempt to make the transition to using technology streamlined and simple. I am attempting to provide scaffolded support for “beginning” technology users, and so when I designed my platform I am tried to keep the activities (forums, etc) and reading manageable for beginners. I do not want to overwhelm them with too much information at once and add to their fears.
Time is another concern for educators. They believe that integrating technology will take too much time away from their programming. As Eric Sheninger writes, “ This is extremely unfortunate as integrating technology effectively does not take as much time as people think. Educators would be well served to spend a little time investigating how technology can be leveraged to engage learners. Once they do, their fears will subside as it will become apparent that standards and mandates can still be met while making learning more relevant, meaningful and engaging for students” (Sheninger, 2013). In this module I would like the educators to find out about a few different apps they can use and then reflect about how they could see these being integrated into their already existing teaching practices. In this way I am hopefully having them reflect on their possible integration and usefulness and thus promote their integration. This is another reason that my course is simplified for the users.
Modeled Use of Applications
I have also included several different apps within the information page of module 2. In doing so, I am exposing the students in this course to other options that they may wish to explore. One of the apps I use is “Shadow Puppet” which I used to explain “in app” purchases. This app could be used in many ways in the classroom. In addition I have explained how to access the i TunesU app and have shown how this app could be useful when implementing new apps in the classroom. In this way I am not only teaching about apps but teaching WITH apps as well. I am modelling their use and in this way I am showing the students that I find them useful. Since I am a grade 2 teacher teaching this course, I hope that the students can relate to me as a teacher and that could encourage them to try some of the apps that I have tried.
Choosing Course Content
I also carefully considered the reading I chose to accompany Module 2. I wanted to give the participants somewhere to start with their app journey so I included an article that gave some suggestions for apps to try to help narrow the focus. As Selma Powell states, “browsing the iTunes store can become overwhelming for any teacher (and) purchasing numerous apps can be expensive and time-consuming and, most important, may not produce an outcome of acquiring tools that are well aligned with content or easy for students to use, especially with younger students.” (Powell, 2014).
I also added additional resources within this module to encourage participants to extend their understanding beyond the course. By providing and promoting that chat room i am hoping they will confer with other participants to extend their learning.
Know Your Learner
Understanding the learners in a course should be of utmost concern for the facilitator of the course. “Technology teacher training should be preceded by profiling teachers and analyzing needs so that strategic decisions can be made to vary the depth and nature of the training based on the profile and specific needs; otherwise, the training may not be beneficial to all.” (Gumbo, Makgato & Muller, 2012). In this module I wanted to support beginning technology users and provide a safe and supportive environment with expectations that were manageable and practical. I also used the forum as a way for them to share their reflections and learn from one another. Research shows that it is important to, “Allocate a discussion forum for each lecture in the course in order to make sure that all students follow up and discuss each lecture to avoid miss any one of them” ( Ahmed Dheyaa Basha et al, 2013). In addition, it is recommended that, “The instructor should have continuous monitoring in discussion forums in order to compose students’ discussion and guide them to the aims of the discussion of each session” ( Ahmed Dheyaa Basha et al, 2013). Through noting that I look forward to reading their reflections in the discussion forum I am letting the students know that I will be monitoring the forums and participating myself.
Simplified Design-Not Too Many Extras
One other aspect I reflected on was creating the module itself. In terms of web design I tried to create an interface that was simple and streamlined. To the best of my ability I put myself in the students’ positions and attempted to make the platform easy to navigate. Some ways to create a more streamlined platform are:
- Disable/enable plugins based on what you need moodle to do.
- Blocks can be culled very easily. As can many other plugin types.
- Customise your plugin settings-Many plugins in Moodle allow you to “hide” settings in the “show advanced” toggle. Not removing them completely, but removing them from the initial view. This enables power users but makes things far less confusing for beginners (Ridden, 2014)
In this vein, I attempted to make the platform easy to use and in that way hopefully be a safe environment for beginning technology users who will be enrolled in my “app” course. As “Moodleman” states, “Moodle IS complex. It IS detailed and it IS full of settings. But only as far as you want it to be. The trick for Moodle administrators is to find the right balance of design, training and settings to ensure that the system can work the best it can for their organisation.”
My course does not contain too many “extras”, but I don’t think the participants in my course would appreciate too many extras at this point in their journey with technology.
This article is an interesting read and so I provide the link below:
http://moodleman.net/articles/dont-blame-tool-blame-setup/
References
Basha, T.D., Mnaathr, S.H.,Mohain, A.R., & Othmanhe, M. B. (2013). The role of discussion forums in developing e- learning community among students and instructors. Elixer Educational Technology , volume 59.
Gumbo, M., Makgato, M., & Muller, H. (2012). The impact of in-service technology training programmes on technology teachers. The Journal of Technology Studies, volume 38 (1).
Powell, S. (2014). Choosing iPad apps with a purpose. Teaching Exceptional Children, volume 47 (1).
Ridden, J. (2014, February 11). Don’t blame the tool blame the setup. [Web log comment]. Retrieved from http://moodleman.net/articles/dont-blame-tool-blame-setup/
Sheninger, E. (2012, April 20). Common misunderstandings of educators who fear technology. [Web log comment]. Retrieved from http://teach.com/education-technology/common- misunderstandings-of-educators-who-fear-technology