Changing Our Vocabulary as Technology Integration Coaches

  • 2

Changing Our Vocabulary as Technology Integration Coaches

This Tuesday afternoon, from 1-3 pm, I’ll be sharing a poster session at the ISTE Conference in San Antonio on the topic, “Changing Our Vocabulary as Technology Integration Coaches.” The basic idea is that non-techy terms are important when we want to win the hearts and minds of parents as well as other teachers in our rapidly changing digital information landscape. It’s easy to intimidate or confuse someone with acronyms, when it comes to educational technology or almost any other field. If we can avoid jargon when we talk about media products students can produce to demonstrate their knowledge and understanding of concepts, it can help others open their minds to new possibilities instead of being closed off.

Here is the image I’m using for my actual poster in the session. It’s also available as a PDF file. Feel free to use and share this if it’s helpful to you – The hand drawn graphics are part of the “Mapping Media to the Common Core” website and framework.

Changing Our Vocabulary for Technology Integration

These are the paragraphs I’m including in my forthcoming eBook, “Mapping Media to the Common Core: Volume I” on this subject:

Acronyms and jargon can easily confuse and turn-off someone with whom you’re having a conversation. The names of the media products in Mapping Media to the Common Core were deliberately selected to avoid confusion and the “intimidation factor” which can set in when people start using “techy terms.” Instead of using the world “blog,” talk with other teachers about “interactive writing.” Instead of talking about making a podcast, talk about creating a “radio show.” Instead of talking about a specific tool or platform like AudioBoo for recording student voices and adding a related photo, discuss the value of creating “narrated art” together.

All of the media product terms in the Mapping Media framework are worded so they are neither device nor platform specific. While the author is an enthusiastic proponent of using iOS devices (iPads, iPhones, and iPod Touches) to create media products as well as Google’s free web tools like YouTube, Google Docs and Blogger, teachers and students do NOT have to use Apple computing devices nor Google’s web services to create the media products in this framework. Whatever your hardware, software, and connectivity options may be, the author encourages you to “use them well” and help students create multimedia products which can become part of their digital portfolios. Adopt a technology use philosophy similar to this sign in the instructional technology consultants’ hallway in Saskatoon Public Schools, Saskatchewan: “Start where you are. Use what you have. Do what you can.”

Start where you are. Use what you have. Do what you can.


2 Comments

Sue Levine

June 23, 2013 at 11:21 am

Wes,
I love it! Straight talk for educators! This will definitely build bridges and get more people on board! The jargon does serve as a wall to many because things sound more complicated than they really are! Great contribution to the field! Have fun at ISTE13!

Changing Our Vocabulary as Technology Integration Coaches » Playing with Media | dlawslo

June 24, 2013 at 8:22 pm

[…] See on playingwithmedia.com […]

Leave a Reply

Your cart is empty

Get Wes’ ebooks!

Order your copy of Mapping Media to the Curriculum: Vol I" and "Playing with Media: simple ideas for powerful sharing" by Wesley Fryer, Ph.D. Individual book chapters for the first six media products in the "Mapping Media to the Curriculum" framework are also available in the PlayingWithMedia eStore and as eBook singles from Amazon.com.