Tech Tales (and other horror stories)

My first technology-rich institution I can recall is my middle school, which opened an advanced, expensive tech lab. An entire period was reserved for a class there each day. The lab was large and had over 20 modules, from wood-working to hydraulics, video-cameras to lever and pulleys. We had a module book that guided us through activities at each station, yet I felt I got very little out of the experience. I remember almost nothing beyond the light green walls and the fact that Jared Payton was my lab partner for woodworking. The teacher did not teach the modules, so perhaps middle schoolers students simply needed more guidance.
Two years ago I worked for the summer in a newer computer lab in Jackson, Michigan at a housing project. It was for the residents, though the computers ALWAYS crashed. I spent most of the time with kids who tugged at my sleeves asking why their computer games would not work. The adults could barely make a resume in Word because the systems were so unreliable.
In 2003 the University of Michigan required English instructors to create an online presence for each course, which could be as simple as posting the syllabus to Blackboard. I received no support regarding how to use Blackboard, nor was there any enforcement. The initiative started with good intentions, but the results were not successful. When I came to BGSU, I was taught how to use Blackboard, and now I use it in my courses every day.
Bethany

The Good and the Bad

Selber mentions that being forced to use technology is something "that places an extra workload burden on teachers, adding considerably to their overall job activities" (2). I enjoy having technology to use in the classroom and at home, but it was a long road for me to reach that point. His comment makes me recall teaching a composition course a few years ago, during which time my university implemented a technology initiative. All courses were required to have a presence on Blackboard, though that could be as minimal as posting the syllabus. I was completely unfamiliar with Blackboard, and the technology inititive caused a fair amount of stress. I managed to post my syllabus, but that was all. Eldred and Toner mention that "At technology-bound institutions, where technology use is an explicit administrative goal but whre release time and instructional support are less forthcoming, instructors might choose to use the most convenient, accessible, and available resources to fulfill administrators' expectations..." (35). Today, I use many Blackboard features in my courses and appreciate the technology. At the same time, I notice that my face to face courses have more of an online presence each year. This means that such courses often have face to face time, along with an additional online workload (essentially doubling the work). This is a case when "computers may even be counter-productive in many educational settings" (5). My online courses tend to be much less time consuming. I am still discovering new ways to use technology, and I think my relationship with technology remains ambivalent.
Bethany

Welcome to the blog!

Welcome to Bethany's blog for English 728!