This week I ought to find myself asking myself the question “How can teachers and schools ensure that students are meeting technology standards in their school within an integrated model?”, but I think my answer to this would be uncomfortably close to my thoughts from last week, so instead I’ll discuss something else, completely unrelated, that I’ve been thinking about this week, namely:
Do teachers find that they develop and stick with a consistent “flow” of specific technology tools from project to project? What are they, and what are the pros and cons of developing this sort of flow?
For example, for me the last few projects I’ve done have fallen into a similar and sequential pattern of tech tools:
Prior knowledge / introduction: Wallwisher
Basic background information: watching video clips
Gathering research sources: Diigo
Assembling research: Google Docs
Designing the project: Keynote / PowerPoint (I’m not going to pretend – we do a lot of slideshows in Humanities)
Editing / adding music etc.: iMovie
Sharing and reflecting on finished project: Blog
This seems to be a natural progression of tools that fit each step for me, and I’m pretty sure that I’ve done multiple projects in Grade 8 in particular this year that used almost the exact same progression. So my question is: Is it helpful for students’ proficiency and comfort level to do more than one project that use almost the same mix of technology tools in any one semester, or is it boring? What sequence of tools have you developed or fallen into using, and what pros/cons have you seen in using this sort of mix of tools?