Frequently, when I type the word “technology,” I accidentally type “teachnology.” It seems appropriate to me since I believe that technology is an effective way to teach students. I like that technology:

  • encourages collaboration
  • helps students develop a sense of design/visual literacy
  • is public and therefore makes for an actual audience for classwork
  • is addictive (otherwise known as engaging)
  • encourages students to problem solve

I could probably add more to that list.

The prompt for day 2 of the #reflectiveteacher blogging challenge is to write about some form of technology I want to use in my class. This past weekend, I tried out a timeline making site, dipity.com, and I fell in love with it. My students are starting the brainstorming work necessary to write a literacy autobiography by creating a “literacy lifeline,” a timeline of important moments in their literacy development. I decided to try an online timeline generating application and found dipity which allows students to embed links and visuals into their timeline.

Let me give you an example. One of the important moments in my timeline involves the use of SRA in elementary school. When I added this to my lifeline, I also googled it to see if I could find out more about its history. I was surprised by what I found out–and understanding the production of SRA could help me write a stronger literacy autobiography.

I hope that my students have these kinds of moments, too, when they are working on their timelines.

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