The Tools We Have: A Teacher's Reflection on Educational Technology

Many schools use the latest technologies to increase communication, efficiency, and learning. When delving into new territory, whether the classroom or the kitchen, people must first consider challenges and ethical concerns.

When technology is solely prioritized, teachers deviate from the intended goals of the Technological, Pedagogical, Content Knowledge (TPCK) Framework wherein technology and pedagogical strategies work in tandem to increase content learning in the classroom. To demonstrate, I created a short cooking video using pre-selected tools to prep ingredients for guacamole. Enter “Kristen”s Cocina” below to see how the task went.

Good Idea, Bad Design

Without a plan in mind for how and what technologies are being used to accomplish the intended learning outcomes, technological implementation may cause more issues than solutions. In my video, the tools selected did not fit the task. Although a bowl and plate offered an aesthetically pleasing presentation, they did not help chop vegetables for my guacamole. Relatedly, a wooden spoon is helpful in many aspects of cooking, but not preparing food, which was the intention of my cooking video. Because the tools were selected before the goal was identified, my guacamole was destined to fail from the beginning.

Technology ≠ Accessibility

Consider what tools students have at home. You cannot control the conditions of a students’ environment. If a student’s computer doesn’t have a camera or microphone, how can they use a program like Flipgrid to record a video introduction? How can a visually impaired student access information from your Canva infographic?

Teachers, trust yourself. See your training and instincts as the primary "tools" on student engagement and curriculum design. Identify your goals first, consider the students’ environments, then identify the tech.