Collaboration in the Classroom

 After completing the text Understanding and Creating Digital Texts by Richard Beach, et al., I have a larger collection of possible tools for use in the classroom. But more than just collecting tools, I have a greater understanding of the types of tools that appeal to me and those that do not. For instance, curation tools (such as Pinterest) and collaborative writing tools (such as Google docs) appeal to me, while rubric apps do not. Blogging appeals to me, while tumblr does not. I think my preferences are partially a reflection of the types of digital tools that I am familiar with, but I also think it is related to the reasons I would use technology in my classroom. 

First, I would use technology to make the classroom a more collaborative space. I think that learning is a process that students and teachers go through together, not an end that individuals seek. I love tools that allow student ownership of the course and their own learning and thinking. Blogging, for instance, allows students to practice writing in their own unique voice, but it also creates a sense of belonging within the course. The same could be said of creating Pinterest boards collaboratively for topics within the course. I appreciate tools that create a sense of community and curiosity. 

On the other hand, I don't really enjoy tools that simply make my job more automated. An app that creates rubrics or checks my students' papers doesn't really appeal to me because I want the feedback I give to be authentic. I genuinely respect the act of writing--putting oneself on the page is a holy act. So I want to give authentic attention to my students' work. This is not to say that those who use such tools are less authentic or engaged, it is simply an acknowledgement of what makes ME feel authentic and engaged. I am aware that my opinions may change as my experience in teaching is broadened, and perhaps some assignments lend themselves to automated rubrics and grading. But when I think of the type of courses I desire to teach, they are literature and composition courses that require thought, attention and detail. 

I certainly leave this text with a greater appreciation for the breadth of digital tools that exists. If I want to collaborate on a project in class, there is a tool for that. If I need the students to peer review each other in a way that I can grade easily, there is a tool for that. If I need to teach remotely and want to maintain visual and auditory contact with  my students, there are tools. If I want to further my knowledge and collaborate with seasoned teachers, there is a tool available. I definitely feel that when I am planning my courses and thinking of ways to streamline, or how to address a particular challenge, this text will remind me that there are so many resources outside the classroom and the page that can enhance--but not replace--the traditional tools of my trade.