In the course of doing this... and observing the attempts - It suddenly crossed my mind:
- Yes, it's good to share and invite fellow colleagues to try the tools... on the other hand, while managing the excitement (in ourselves) on seeing what the tool does, it also requires us to explore the tool pretty thoroughly before being able to identify the distinguished feature that value-adds to the whole learning experience... and then recommend. Comparison is certainly necessary... no matter how good a tool is, there's always strengths and weaknesses, depending on how and when it's being employed. We could not compare in an objective manner when there's information gap, when we does not know the tool well... else we are not doing justice to the tools... Remember: Never be tool quick to judge a tool...
- Very often, when we attend sharing or conferences, presenters shared how popular the tools are...and how they are being used in their country. Well, we also have to bear in mind - in terms of "HOW" the tool is used... the way they see as a value-add in the country may not be the same as how we see (or measure) value-add. It also depends on the environment - hence contextualisation is important here.
- For example, in last year's visit to London, all the schools have an interactive whiteboard installed in all the classrooms - however, the way it's being used is not impressive. I could see 'this way' of using in our local schools (eg. Tao Nan Maths teachers shared how they used it for Maths learning last year!) Again, it also depends on our awareness of the development and use of tools in our own country context. If I did not know we have schools using the IWB in similar way, I may come back and excitingly share the "interesting encounter" with the tool!
- Another example is the use of handheld in learning. A few years ago... I think, it was at in a sharing session at NIE (too???) There, we learnt the capabilities of the PDA in classroom - at that time, the selling point was really portability. The presenter also shared about the collaborative feature - the use of IR (that time, Bluetooth was not popular yet). Last year, at UK, we learn that one of the schools actually pushed for the use of PDA for language learning - yes, they shared the strategy on how to equip pupils with a PDA (through instalment... and eventually they own one)... on the other hand, think about it, what's the life-span of a PDA? hahaha... after 3 years... what's next? The point to bring out is, what's the true value of using PDA in language learning? The portability? The ability to allow pupils to annotate as they go through the materials? Well, I think it is also largely dependent on the user habit.
- While one tries to 'sell' a technology tool, one also have to bear in mind the 'profile' of the user, the habit of the user... it's something that one could only influence... and whether it happens, it's how convincing the 'persuasion' is to the user (that ultimately leads to the change of habit!). So, talking and showing is not enough, perhaps modelling helps in convincing... "Don't tell me to do it unless you have done it and are convinced through your very own experience... and what you get out of the experience aligns with what I hope to get out of the experience, too... " Chim? Well, chew the words, and think again! ^.^ Otherwise, all the persuasion will only landed up as "lip service" :(
- I think one basic operating principle is: No tool is outdated! When it is no longer popular in one country, it does not mean it has no place in another place. I believe that every tool has its unleashed potential - no matter how 'old' they are... in fact what matters is really how it's being used.
- Always: Give the tool the benefit of doubt... Give it a chance to demonstrate its unleashed capacity
- To create an impact, it requires strategy... it's not a matter of inviting and waiting for responses... it does not work - like the NE message says, "No one owes us a living"... so, "No one owes us a reply"! ok... this is something to ponder over...
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