A “Revisited” blog post indicates that I reread the original and used AI-assisted tools (e.g., Grammarly) to improve grammar and word choice.
First published on January 17, 2019.
There was a time when I kept rough drafts of everything I wrote. Now, I am no longer in that habit and am cleaning out all my files (electronic and legal-pad format). It is amusing to (re)discover some early writings when I thought I was at the leading edge of knowing about, sharing, and using “technology learning tools.”
I find the existence of the Internet Wayback Archive project interesting, though I’m uneasy about such a huge amount of Internet detritus (especially my own) using up cyberspace. Recently I’ve made time to attempt to clean up my own Internet garbage (old accounts, false starts on blogs). With some amusement, I rediscovered some of my first efforts to promulgate into the classroom technology tools with 25 Carroll first-year students. (I have chosen NOT to revive the dead links in this piece).
The original 2009 piece follows here:
I’ve begun developing a presentation I’m scheduled to give on January 16 to Carroll faculty tentatively titled “Pioneering Web 2.0 Learning Tools with Carroll Students: Educational Technology of the Future, Catching Up with What Fifth-Graders Already Know, or Another Fad? “I hope to share with interested members of the Carroll community some of the Web 2.0 learning tools I have explored over the last decade with my students (who were exceptionally playful with their Photoshop skills).
I am toying with the idea of showing what I can NOW do in some classes —possibly for alumni or faculty. I would draw upon my knowledge gained since 2009 about applying technology learning tools. Is anybody interested? If so, email me—or send me a message via Owl.
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