The Most Important Question You Need to Ask When Choosing Tools for Online Instruction
Article 4 in the series: Thoughts for the Everyday Teacher About Designing Online Instruction

The Most Important Question You Need to Ask When Choosing Tools for Online Instruction

It is important to avoid the time-consuming trap of distracting new technology. Many Ed Tech companies make it simple to get a free trial for most products but in doing so it is easy to fall down the proverbial rabbit hole. Time management is crucial during major transitions. And while we don’t yet know what is on the horizon for education this Fall, we can be pretty sure technology will have an important role in classes. But how do you find useful tools for teaching online, or in a blended model, without giving precious time to distracting technologies that you won’t use long term? Be judicious by asking this important question: how will this tool solve an instructional challenge or improve instructional practices in the class?   

I’ve tried a lot of different applications over the years. I was reminded just how many when every company that ever got my e-mail for a free trial added me to their COVID-19 marketing campaign. It was interesting to reflect on why I stuck with some tools while quickly abandoning others. I can easily speak to my experience in choosing new applications, but I also wanted to hear from an expert.  So, I reached out to Dr. Tim Clark, founder of the BYOT Network and Vice President of K12 Programs with IMS Global Learning Consortium.  Even though Tim started the BYOT Network over a decade ago, he doesn’t see himself as technical, and quite honestly, neither do I. Tim likes to describe himself as a resourceful teacher who “knows how to search for answers and solve problems.”  If you’re holding on to the limiting belief that to use technology in the classroom you need to be technical, now is the time to leave that idea behind. Instead, identify the instructional activities and approaches you want to drive selecting and using technology in your class(es).  

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Have the instructional activity drive the adoption of a new tool.

By identifying the instructional reason why you’re looking for a new application, the focus is appropriately placed on the curriculum and student engagement. This frame helps you to more quickly identify if a product is worth valuable planning time. Tim’s advice: “Steer away from the latest, greatest app.” Rather, he suggests, it is much more effective to focus on the behaviors, concepts, and tasks you are trying to teach. For example, “if you want more collaboration, use a tool that fosters collaboration well and in a meaningful way.”  A focus on student engagement and learning outcomes should always drive changes to the curriculum, including the use of technology.  

Another limiting belief you may have is that you need to master a tool before you use it with students. In both of our classrooms, Tim and I learned alongside our students when introducing new tools. Identify students who are interested in learning more and give them additional leadership with the new tool. Empower students to have voice and expertise in the classroom.  Tim encourages teachers to ask students: “How do you think we should use this?” Especially when your classroom is online, this technique can build trust and community while fostering student engagement that is essential to the learning process as we discussed in the previous article.   

Your district may already have technology that will solve an instructional problem you are facing ready and available for use. There are several good reasons to start with district resources.  To start, it is already reviewed, approved and implemented. Ideally students have been using it.  Remember, Tim encourages, “Teaching technology isn’t the goal. Teaching skills and content is. And that should drive your choices.” Another great reason to start with district technology is that steps may have been taken to ensure the technology is interoperable with other enterprise systems.  For example, Google Classroom and Microsoft Teams integrate with many content providers such as the SAFARI Montage Learning Object Repository (LOR). Interoperability has an important role in K-12 technology to ease the administrative burden on teachers and students. At the end of the day, it’s not sustainable or safe for teachers to manage student accounts.  And it is overwhelming for parents and students to have to use different tools for each class.  

"Teaching technology isn’t the goal. Teaching skills and content is. And that should drive your choices."

Tim’s advice for learning what’s already available from the district? Ask! Don’t be afraid to ask questions and seek information about what applications are already available that you may not be using. “If you don’t know who has the answers,” Tim suggests, “start at the school level. Try a lead teacher, librarian or media specialist. Perhaps the Assistant Principal or Instructional Support Specialist is aware. Someone at the schools should be tasked with sharing out and coaching teachers.”    

“Educational technology applications shouldn’t only help us do what we have always done,” Tim charges educators. They should help us to become better at new instructional practices.  They should be an integral, seamless part of the classroom whether we’re back in brick-and-mortar settings or adjusting to new models.  So, be judicious in how you use precious planning time and be sure to frame your evaluation of new technology tools through the lens of curriculum, instruction, and student outcomes.  

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About the authors 

Gwendolyn Smith is the Director of Instructional Technology for SAFARI Montage, a Learning Object Repository for K-12 schools. In this role she supports product development, internal and external training, and works closely with Chicago Public Schools to support the implementation of a Learning Object Repository into their digital ecosystem. Previously she was a high school social studies teacher and has over a decade of experience teaching online and in the classroom. For five years, Gwendolyn taught AP World History online and her students achieved a 95% passing grade as compared to the national average of fifty-two percent. Connect with Gwendolyn on LinkedIn.


Dr. Tim Clark is the Vice President of K12 Programs at IMS Global. In this role, Tim assists schools and districts in the adoption of IMS standards and practices to enable interoperable digital learning ecosystems and provides strategic leadership for K12 in IMS Global in collaboration with IMS’s K-12 institutional and state department of education members. Formerly, Tim served as the Director of Curriculum, Instruction, and Digital Learning for Chicago Public Schools providing leadership and guidance for teaching and learning through the design and implementation of an equitable districtwide digital curriculum. Tim has been an educator for 25 years and has taught all grade levels, ESL, and gifted learners. He is the author of the BYOTNetwork blog and has been featured regarding BYOT in NBC News, EdTech Magazine, eSchool News, Scholastic Administrator, THE Journal and many other news outlets. For districts just starting out with Interoperable digital ecosystems, Tim recommends that you check out the IMS Global Product Directory and App Vetting resources.   

Links to Series

Thoughts for the Everyday Teacher About Designing Online Instruction (6/2/20)

Three Essential Design Questions for Developing an Online Curriculum (6/10/20)

Fostering Student Engagement in Online Learning with Courtney Stoll (6/19/20)

The Most Important Question You Need to Ask When Choosing Tools for Online Instruction with Dr. Tim Clark (7/1/20)

Five Tips to Foster Collaboration When You're Teaching Online (7/10/20)

 

Dr. Tim Clark

Vice President, K12 Programs at 1EdTech (formerly IMS Global Learning Consortium)

3y

Great post, Gwen! Thanks for inviting me to participate in it!

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