Less Is Sometimes More Irina Vasilescu School no.

195, Bucharest

Photo source: http://wikicfgs1y2.wikispaces.com/file/view/web-20.jpg/179461347/web-20.jpg

One of the constant concerns of a teacher is to continually seek new ways of working and new tools in order to make students work more effective, to avoid routine and to empower pupils, such as ICT tools. It is easy to notice that recently, the Internet also offers an abundance of educational tools, in fact it has turned into a labyrinth that's always offering something new to discover and try. Despite the temptation to get lost in this maze, it is desirable that teachers avoid "hunting" for new tools just for the sake of it, because they can go where they "no longer see the forest for the trees". It is said that any tool is only as good as the one who uses it. New tools are motivating both for pupils and for teachers, but to overwhelm students with new and insufficiently assimilated ones can be counterproductive and a source of confusion. The goal is not the novelty or the instrument itself, but to choose those tools that meet the learning needs of our students and that they can fully benefit. When testing a new tool, however interesting it may be, I try to have in mind the educational objectives I set, as well as Bloom's taxonomy, but also to seek what its advantages are, compared to other instruments of the same type already used. Without bringing any added value, no matter how

fun it is, it will only be a new "toy" (just think of very broad range of applications for sharing photos and creating slideshows). Without claiming in any way to be an expert in using ICT tools, but a learner, here are some criteria that I consider useful in assessing a new instrument, although each teacher may find points of view more appropriate to her/his own teaching context: 1. The collaborative aspect: as project-based learning and teamwork are very important to me, I prefer those tools that enable collaboration and joint editing, especially when it comes to planning (e.g. development of conceptual maps), as well as the final products (such as the collaborative editing of e-books, videos etc.) 2. New features: an instrument that provides new functions in addition the already existing ones, or which is enriched over time, is worth being used (for example, if a quiz can be added to a video). 3. Accounts: because my students are 12-14 years old, I prefer instruments that do not require the creation of user accounts or, better still, ones that offer accounts for teachers, where you can create workspaces for students, so that their work can be monitored and evaluated step by step (a good example would be http://edu.glogster.com). 4. Support: is useful for both students and teachers if the instruments have quality technical support, a manual or a list of frequently asked questions, online support, etc. 5. Safety (reliability and durability): of course, we all pay attention to students safety, but how sustainable are the results of their work is also important. Sometimes, web pages provide clues frequent announcements of downtime, for example. 6. The result: I prefer that the product obtained can be downloaded and saved, not just embeded in a website, blog etc. In case the online tool that created the product ceases to exist, the work is not lost, as it happened for example whith the closing of slide.com. 7. Installation: although not a major criterion, I favour web-based tools rather than those that require the installation of computer-based applications. 8. Price: in the current context, this criterion does not require comments. Another aspect in testing a new instrument is time. Students (and teachers) need time to assimilate it and find new and creative ways to use it, not necessarily trodden paths. A tool commonly used for student presentations, as Voki, may very well be used for a totally different purpose - to introduce content, evaluate an activity or synthesize. Many times, students can be those who find new and ingenious uses. Summer gives us enough time to test, select, analyze, reflect on the many tools that the Internet offers, always with regard to the educational context in which we operate and their main beneficiaries our students. Non multa sed multum!