Prologue
I discuss the use of technology in the educational practices in general and technology, pedagogy and content knowledge (TPACK) approach in particular in this paper. It is grounded on the author’s two-decade-long experience of using technological tools for learners’ engagement, problems in micromanagement and five major fault-lines in micro-management procedures. Moreover, it integrates various assets such as management of basic functions of electronic gadgets, blending content, context and technology, differentiating hardware and software tools, updating recent innovation and threats in technology and regulating micromanagement in using technology.
Introduction
Are we really prepared to use ICT tools? This question often triggers my mind while discussing ICT tools. Recently, I shared my knowledge and key issues in Technological Pedagogical and Content Knowledge (TPACK) approach to educators around different parts of the country using zoom software. It was a wonderful sharing with them using the common tool in the lockdown period. If we relate the classroom scenario, we are shifting heavily to the use of alternatives in technology tools (Williamson & Redish, 2009) to present and to instruct different lessons in almost all the levels. Even some schools, particularly in the urban area, both developing and under developing countries, take multimedia power-point presentation as a basic tool to deliver the content practices. Few of them make the mandatory code of conduct that 50% of the classes need to conduct using power-point and other applications. In this juncture, it is essential to take the perception of students regarding the use of such a tool. Having an experience of using Microsoft tools and other tech tools nearly about one and a half-decade, I have found the mixed versions in using it. The basic applications behind shifting to the use of online applications is the way we use it. If we use the applications as a form of supposing or imitating practices or we are forced to use, the output may not be satisfactory. The awareness we need to have is on how to make it interactive, informative and engaging. The interactive helps to make it lively, blend content, context and experience to the discussion (Schrum & Levin, 2009). The contents need to be well prepared, discussed rather than simply reading the lines or flipping the slides. It is crucial to share that powerpoint presentation is not a slideshow rather it needs to be interactive and based on the time we are allocated to discuss. This article primarily focuses on five major issues or faultlines: managing basic electronic gadgets, blending content, context and technology, differentiating software and hardware tools, updating recent innovations and threats in technology, regulating in micromanagement in using technology.
Problems of micro-management and flipped classroom
Using the wide range of technological tools in the classroom makes less sense when the content is not well delivered and the students are not happy in using them. As one of the psychologists, David Hurlock believes that the learners’ psychology matters more in learning, the environment of the classroom depends on what we teach and how we deliver. In few cases, the content to share might be interesting but the way we deliver, the lessons bring change in the classroom (Maddux & Johnson, 2006). Here, by the term ‘the way’, I mean the strategies we adopt along the technological knowledge in the classroom. This management can be specific and creative in nature which can be called micro-management. The use of technology is not great deal than to know we can manage further continuously for the proper applications. I have seen my colleagues using the applications time often within certain period but they fail to continue and make the classroom lively in using it. This situation means we are lagged behind the micro-management and could not address the multiple layers or changes within the single classroom to make learning effective over period of time which we call flipped classroom.
Major dimensions in managing technology
This article centers with the five major faultliness based on my experiential learning in using technology. I also discuss the misconceptions I had to overcome. My focus remains mostly on three assets i.e. tech tools in professional life, classroom discussions and off classroom environment. It is not as difficult as it shared in educational forums about the use of technology if we simply manage the basic aspects of it. In doing so, I begin my sharing with managing basic functions in the upcoming section:
Managing basic functions in electronic gadgets: It is essential to know the basic software and hardware knowledge about the device we use. No matter it could be a desktop/laptop or a mobile phone or a tab. Having proper knowledge, functions and configurations about the device develops more confidence in working it. In few stances, we work the day, shut down the computer and when we try to open it the next day or in the evening, it does not work. This situation creates unnecessary pressure because of having less or no knowledge about the hardware of our own device. Having a computer but having no knowledge about hardware often increases unnecessary stress than having real problems. Operating a computer is not only to open and shut down the computer or to use few programmes like word, pdf or excel file. In addition, it is to know about the hardware, programming, hard drive, C file (system file) and other files. It is essential to know about basic operating functions, such as; Better not to work or save any files in the desktop as it consists of system files. It has higher chances to lose documents if any system problems occur in the computer. In few incidents, the files might be transformed into temporary files and be destroyed. When the problem occurs, we take it to the technician. They solve it within few minutes and regard it as a common problem. The basic understanding about the hard disk, RAM, software installed in computer, desktop management, file sharing and saving makes us in the comfort zone than taking unnecessary stress.
Blending content, context and technology: Technological knowledge is easier when we have basic idea in using it than copying the ideas or files from others. Many people often get distracted because they could not blend content, context and technology. It does not mean that we need to use every tool in the classroom. It is worthy to identify the level of knowledge of our students, technological infrastructure, managing time to use and operate it (Dudney, 2000). For example, if I try to use moodle or Microsoft team in my institution, where there is no fixing of computer in the classroom and teacher had to manage everything; from IT support to content delivery. In this context, moodle may not be an appropriate tool to use it. We can think of the alternative resource, such as the learners have mobile phones or smart phones with limited internet access. So, the applications like closed Facebook group discussion or blogging might be useful tools. Therefore, context and the skills we select shapes way forward. Despite having low resources, we can think of the alternative resources or application to manage use of the technology to the learners and teach them to use it. It is better to be practical rather than overgeneralising the condition of the students.
Differentiating software and hardware tools: It is beneficial to differentiate between the software and hardware tools in order to manage electronic devices well-functioning. People believe that having a computer has all the same functions within it, however, it consists of both software and hardware. Being more specific, the hardware and software varies based on the purpose, field of study and use. If you are working indesign programme, you might need more features like graphics, more RAM functions, specific display, large capacity of harddisk and other software skills like graphic card, advanced adobe programming, C++ programming and other essential programming. If you are an English teacher working with research, you might need the referencing software like Zotero or if you are a Mathematics teacher, you might need a software called Geozebra. Therefore, the technological device, like laptop, can be modulated differently based on the purpose and the profession we need to function further.
Updating recent innovations and threats in technology: Having updated knowledge regarding the use of technology and its updated version helps us in the comfort zone. No doubt we are accustomed to the version we install in the computer. When we install the new version, we might have some problems in the beginning. However, after using for a couple of months, we are used to it. We find many friends using the latest version of Microsoft office 2019 but some are still in windows XP or Windows 7. This shows the variation of the use of programming. It is essential to update the software in our device as per to the global changes and disciplinary changes. For this, we can explore the new resources, ask friends, for search in the open resources in the Internet search. Time and again, I hear saying that I have found in the Internet or in the Google. We might have less awareness that the Internet is not a source but a tool to explore and Google is not a book but simply a window to look in or a browse to search things.
Regulating micromanagement in using technology: Micromanagement is far forward to sharpen and develop organising skills in using technology. Having a knowledge to manage files in a computer or in a folder or in a Google drive properly can be called here as micromanagement of ICT resources. It is easier to use a tool for the first time as a trial. However, to use effectively to engage learners in the classroom within the limited resources can be a huddle for teacher educators. Therefore, I would suggest to have more in-depth knowledge in having the micro functions of any of the tools we explore to such as managing the files in the laptop, knowledge of iPods, managing files in Google drive or maintain external drive. It is not essential to use all the tools in the classroom just because others friends have used them. But, it is us that need to know the proper function as a user and the ones to whom can be used.
Conclusion
From the above discussion, we know that having knowledge about the technology and tools is always advantageous. However, we fail to sharpen our skills in managing those tools and it creates more stress in our professional life. Having the basic knowledge to operate both software and hardware tools might bring maturity in using them. So, it is better to know yourself, best use available resources, engaging students and ourselves in micromanagement of tech tools.
[Note: since you have come up to here reading it, please share your feeling, feedback or any question related to it in the comment box below, which will encourage the author. Thank you!]
[To cite it: Sapkota, A. (2020, April 20). Awareness of ICT tools: Micro-management and way forward. [blog post]. Retrieved from: https://eltchoutari.com/2020/04/awareness-of-ict-preparatory-tools-micro-management-and-way-forward/]
The Author: Ashok Sapkota is a faculty in the Department of English Education, Kirtipur, TU, and Global College of Management. He has worked in several applications in using diverse forms of technology. Having experienced of using a moodle and Microsoft team for a decade, he is one of Microsoft certified teacher trainers. He is treasurer of NELTA Centre and worked as a teacher trainer of different organisations like: Ministry of education, British council, NELTA, Global Action Nepal and other organisations. For more please explore http://assapkota.blogspot.com/
References
Dudeney, G. (2000). The Internet and the language classroom. Cambridge: Cambridge University Press.
Maddux, C.D. & Johnson, D.L. (eds.) (2006). Type II Users of technology in education: Projexts, case studies, and software applications. New York: The Haworth Press, Inc.
Schrum, L. & Levin, B.B. (2009). Leading 21st century skills Schools. California: Corwin
Williamson, J. & Redish, T. (2009). Technology facilitation and leadership standards. Oregon: International Society for Technology in Education.
