Evaluating technology use in the classroom...an introspective point of view...

I came across a great article this morning from fellow Tweeter, Steven W. Anderson (@web20classroom). The article discussed the effectiveness of evaluating technology use in the classroom when conducting faculty observations (Link: http://www.thethinkingstick.com/evaluating-technology-use-in-the-classroom). Having been in the observer's role in the past, this sparked my interest, especially seeing as how technology has advanced significantly in the classroom in recent years. One of the most notable developments in classroom technology is the use of social media in the classroom as an instructional tool and learning resource.

After reading the article, I became interested in looking at the article's context from a more introspective point of view. I wonder how many of you out there have seen a new technology idea or product and immediately thought, "Wow, this will be great in the classroom with my students!," without effectively evaluating the technology and its applicability to your instructional style or to the lesson(s) to be taught. The article above's author, Jeff Utecht (@jutecht), asked some very pertinent questions in his approach to evaluating technology use in the classroom that I am twisting slightly in order to be used as a self-evaluation of technology:

1. Can the technology be used "Just because it is there?"
2. Does the technology allow teachers/students to do old things in old ways?
3. Does the technology allow teachers/students to do old things in new ways?
4. Does the technology create new and different learning experiences for the students?

Thanks, Jeff, for developing this new thought process for evaluation! These questions, with slight refinement, suit themselves perfectly for allowing teachers to conduct their own self-evaluation of technology before they mistakenly choose something that later turns out to be a dud.

Now, I know you are probably thinking, "Well how do these questions effectively evaluate technology use in the classroom?" I am glad you asked! Here are my thoughts:

1. If your chosen technology tool or idea is heavily weighted in the "Just because it is there" direction, you might think twice before using it in the classroom. "Just because it is there" is often a sign that there is little more value in the tool or idea than just passing novelty.
2. If your chosen technology tool or idea allows you or your students simply to do old things the same way you've always done them, again, think twice before implementing this tool or idea. After all, as educators, are we not trying to encourage our students to move beyond the mundane and repetitive ways of learning to think outside the box?
3. Now, if you have selected a technology tool or idea that allows you and your students to do old things in new ways, we are definitely getting warmer! Continue to explore the tool or idea and be sure you fully understand the technology, then give it a test run. You may have just found a new best friend in the classroom.
4. Finally, if the technology tool or idea you have become enamored with creates new and different learning experiences for your students, then you have a winner! Again, be sure you fully embrace the tool or idea before rolling it out in the classroom; however, tools and idea that produce this response and to which you are fully vested are most likely to produce results that you, your students, your school administrators, and even parents appreciate.

In addition to reviewing technology tools and ideas, this same, simple evaluation process can be employed to evaluate social media resources for their applicability to classroom instruction and learning.

I hope you each find this post to be a valuable addition to your evaluation arsenal! Be sure to let me know if you find a new technology or social media tool or idea that you have evaluated using this approach and share how you have subsequently use the selected tool or idea. I look forward to hearing some great ideas from you all!