With so many technological tools available for use, particularly in Australian schools, it can be difficult to know just when to apply particular technologies in a classroom setting. It is essential to realise that technological tools are only deemed “useful” if they elevate the learning experience for students (Howell, 2012; Gee and Hayes, 2011). It is deceptively easy to fall into the trap of “technology for the sake of technology” in a classroom context; there is no purpose including an application or tool if in context it complicates a process or does not serve a specific educational purpose.As an example, when teaching reading one could not expect students to apply what they have gained from their reading in an image editting program with no guidance or suggestion. Of course if a task was set that led students to illustrate their interpretation of a text using an image, this guidance could set the scene for a gainful inclusion of technological tools in the classroom.
This image is an illustration of just one extremely useful internet-based application. Using bubbl.us (https://bubbl.us), anything from flow diagrams to become extremely simple to create without the need for supplying resources such as paper or pens.
SOME BROADLY APPLICABLE SITES:
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration & creativity. South Melbourne, VIC: Oxford University Press.
Gee, J. P. & Hayes, E. R. (2011). Language and learning in the digital age. Abingdon, Oxon: Routledge.