Week 8 - Exploring Teacher Resources Online

It seems that there are countless online tools and exercises that can be used for enhancing teaching and learning. However, as one would expect, given the vast number of resources, the functionality, quality and utility of online tools can vary greatly. This week, after exploring just some of the many different tools available and taking into consideration the discussion postings of my classmates, I have arrived at some important realizations and understandings. Those realizations and understandings form the basis of this blog.

Although many tools and exercises have the potential to enhance student learning, it is important to remember is that no tool can itself enhance learning and promote student autonomy. The "educational" outcome of any tool is ultimately dependant on how that tool is used. Thus, the educational value or utility of an resource must be thought of as context specific. The role of the teacher is to understand context of teaching and learning. When choosing an online tool or exercise, a teacher needs to start by thinking about the details of their teaching and learning situation. A thoughtful teacher will first think about goals and outcomes, then select the most appropriate tool for that purpose.

I stated in one of my posts this week that perhaps one of the most important question we need to ask when we consider the potential value of an online resource is "How could using this tool promote learner autonomy?" As educators, we need to stay focused on developing student autonomy in learning. We should aim to make learning a meaningful part of the lives of our students. In other words, we need to teach for learner autonomy. This means we need to use online resources in ways that will promote autonomy among our students. The educational utility of online tools and exercises for promoting learner autonomy will ultimately depend on the specific use made of them. As we learned earlier in the course, learning activities that promote autonomy are generally meaningful to students, provide problems to solve, and have some connection to the real-world. The implication here being that if online resources can help create opportunities for project-based learning, then they are potentially helpful with regards to promoting learner autonomy.

As I mention in my blog comment to Bella this week, the number of resources on the web that we can potentially familiarize ourselves with is truly astounding - to the point where it can be overwhelming! Under the umbrella of "educational resources" we have Web-based resources that are made specifically for educational applications as well as social tools that can be adapted for educational purposes. Teachers need to look at these tools with a discerning eye - exactly what Deborah asked us to do this week! It is the role of the teacher to ensure educational objectives are being pursued when using these tools. This starts with a solid understanding of effective pedagogy, student needs, learner autonomy, interaction, active learning, and project-based learning.

I spent a great deal of time thinking about the above concepts this week, particularly learner autonomy, as I worked on the first draft of my project plan. As I developed the technology-based solution (and consulted the online resources that would enable it), I was sure to do so with the notion of learner autonomy in mind. Along with learner autonomy I had to take into consideration the unique needs of my students. That being said, I realize that planning to meet objectives is one thing, and the achievement of objectives is another. Following methods of action research, I plan to monitor the implementation of my project closely such that I can adjust my plan where necessary. Although the technology is exciting, I don't want to let it dictate my approach to teaching, rather I want my teaching to dictate my approach to technology!