| It goes without saying that technology is all around us | | | | distinction any more. |
| and it is almost inevitable to get in contact with it in | | | | Undoubtedly, young people feel more attracted to the |
| every single action of our lives: CD-ROMs, E-mails, The | | | | new technologies than adults do. They spend lots of |
| Internet, ATMs, the World Wide Web seem to be so | | | | time dealing with it that they become self-taught |
| integrated into our everyday vocabulary that most | | | | experts. Actually, they do know a lot! Maybe MUCH |
| people would not even ask what we are talking about. | | | | more than we do! So what? Where some teachers |
| They would know for certain what we mean, even | | | | may seem trouble or fear, I see a possibility! |
| those who are not technology-minded. | | | | Think of the terrific opportunity of engaging those |
| We all know that technology is always evolving and | | | | students in sharing part of the knowledge they have |
| when we think we have figured out how it works, we | | | | acquired after hours and hours in front of a computer, |
| have an invasion of new developments, gadgets and | | | | for instance. They could share so many things with the |
| tools that make us wonder if we are not still in square | | | | rest of the class so that everyone and YOU yourself |
| one. And we are not. We are just in the middle of a | | | | can learn from their experience. Do not see them as |
| never-ending quest for knowledge. Isn't this what | | | | threats but as allies in your quest for knowledge. You |
| education is all about? The words mentioned above | | | | may know nothing, a little or maybe a lot about their |
| are part of our daily life now, and we may even feel | | | | favorite subjects! It doesn't matter. You can start to |
| that they never were complex in the first place. But | | | | use the new technologies straight away! How? Very |
| they were! Just as at present it may sound to us to | | | | easily. With a couple of tips and instructions, any |
| hear about blogs, ipods, poscasting, streaming, RSS, | | | | teacher can start to use them straight away! Just think |
| and so on and so forth. In turn, this will be so that we | | | | of this: |
| will feel at ease both to hear about them as well as to | | | | How much more effective would your lessons be if |
| talk about them. The learning quest is on.... For good! | | | | you could create your own website with exactly the |
| However, the aim of this article is not to tell you that | | | | materials you need to use with your students? Think |
| technology is always evolving_ something that you | | | | of the advantages of just this in the classroom, if you |
| already know for certain_ but to share with you some | | | | have never done anything like this. |
| of the reasons why I personally love to teach using | | | | "Yeah, right.," many will say. "I have just learned to |
| technology in the classroom and why I think that every | | | | check my e-mail and now you are expecting me to |
| teacher should use it as much as possible whenever | | | | create a website! Sounds good but too optimistic and |
| possible. | | | | unrealistic!" |
| I have been teaching English as a Second Language | | | | My answer would be: "Do you know how to use a |
| and Spanish as a Second Language for over 14 years | | | | word processor?" |
| now and in my career I have always noticed how | | | | If your reply is "YES," then I will tell you that if you |
| fascinated students feel when they deal with | | | | know how to use a word processor, learning how to |
| technology. | | | | make a website will take you 10 more minutes. |
| You can see it in their eyes, that glint of emotion they | | | | If your reply is "NO," then it may take you between 15 |
| irradiate every time they get in contact with it. | | | | and 20 minutes to create your first website. |
| However, the same does not apply to teachers. I have | | | | Yes, you heard me right! Ten to twenty more minutes |
| noticed that many teachers feel either scared of or | | | | and you will have your very own website up and |
| overwhelmed by the new technological advances, as | | | | running! How about the software? Do you need some |
| if, in a way, they have to place themselves in a | | | | special software? |
| long-forgotten position, that is, as students. And it is true | | | | Well, if you have a word processor such as WORD, |
| that with the new technologies we are all learners. But | | | | you do NOT need any other special software. That |
| also in life we are learners!!! Who could afford to say, "I | | | | will do! |
| know everything"? I definitely couldn't! To narrow it | | | | It is not our aim in this article to explain how to create a |
| down a little bit, who could afford to say "I know | | | | website but I promise I will in another installment of |
| everything there is to know about my field of | | | | these mini-articles. What I want to highlight here is that |
| expertise?" I could not say that either. I have to accept | | | | technology does not need to be difficult for us to |
| there is a world of knowledge out there that asks or | | | | implement. Actually the opposite is true. We have to |
| even begs for exploration and it is up to us to engage | | | | lose the fear of it and we can accomplish tasks |
| in this quest for discovering more and more every day. | | | | unthinkable for us just one year ago! Losing the fear of |
| Will we ever be able to know everything? I think it | | | | technology is everything! Once you decide to |
| would be like asking if we could ever be able to bottle | | | | implement the new technologies in your classroom you |
| all the water in the ocean. We may not be able to do | | | | are well on your way towards that end. It is your |
| so, but what a good time we could have while trying | | | | decision what matters most. Set your mind to it and |
| to do so! | | | | the rest will be plain sailing. |
| It is pretty understandable that we as teachers are not | | | | Why do students love "technology" so much? Simply |
| always up-to-date with the new trends but if we just | | | | put, technology has a magical component. It is the thrill |
| try to relax and lose the fear of them we will notice | | | | of exploring something new, an untravelled path |
| that they are not our enemies but our allies. It is true | | | | begging for exploration. I call it "the Matrix syndrome." If |
| that if I wanted to stand in front of my students with | | | | you have seen the movie called "The Matrix," you may |
| an aura of omnipotent power and knowledge, this may | | | | know what I mean, that little something that drives you |
| not be the best approach, but I wonder, is it ever good | | | | to find out more, that does not let go off you until you |
| to have that attitude in front of our students? Is it good | | | | have answered all the questions, and you get a clue at |
| for our personal development and growth to have that | | | | a time. Once you unravel one, another one closely |
| kind of attitude? "I know everything and if there is | | | | related appears, and sets your mind in motion to try to |
| something I don't, I will do like an ostrich and put my | | | | figure out what may happen next. You cannot keep |
| head under the ground." Is this what we really want to | | | | you mind off it and actually crave for more and more, |
| do? With or without technology, this attitude more | | | | like an addiction begging to be fed. The good thing is, |
| often than not will be our main cause of frustration and | | | | this is an addiction for knowledge. |
| rejection both from peers and students alike, actually | | | | If you are not very technology oriented, think about |
| with everyone we come in contact with. | | | | how much your students may be missing, not because |
| Sadly enough, this is what is happening in most | | | | your lessons are not good enough. They may be |
| classrooms nowadays. Many teachers simply do not | | | | excellent lessons. But just imagine how much you |
| approach technology, either for fear of the unknown, | | | | could empower your lessons by embracing the new |
| or even for having to yield some sort of authority to | | | | technologies and capitalizing from those students with |
| the students,. After all, isn't it true that teachers teach | | | | some expertise in the field. Not only will you be taking |
| and students learn? Well, yes.... but let's not forget and | | | | your lessons to the next level, but you will also be |
| always bear in mind that we are all learning. The more | | | | taking a great porting of magic into your classroom. |
| I teach and see how my students react, the more I | | | | And when you see that glint in your students' eyes, |
| learn about them, about myself, about how to reach | | | | you will know for certain you have made the right |
| them, about my teaching practices. It is all part of the | | | | decision. |
| teaching experience. There is not such a clear-cut | | | | |