Ed Tech Pen Portraits

Chloë Hynes
Twitter Profile: @PDNorth_FE 25th February 2021

The challenge I wish to solve by creating this collaborative approach to EdTech and digital competency is: ‘too many platforms, not enough time!’ This template can be used to explore new digital platforms for TLA. The template encourages practitioners to consider beyond the advantages or disadvantages of a platform with a focus on practical pedagogy. Whilst including adequate information for colleagues at all levels of digital competence to access the technology. Using this template, practitioners can reflect on 3 P’s: purpose, practicalities and pedagogy. This activity could be completed collaboratively between a team or organisation in their own Wakelet ‘Space’, sharing the workload and discovering new ideas together.

Targeted Audience

Teachers, trainers and teacher trainers. This resource would be useful for most contexts where teachers are able to access a digital resource. Whilst the activity explores digital platforms, it could be used to explore digital pedagogies in many contexts including those where learners have limited (or no) access to technology e.g. prison education.

Resource effectiveness in solving the identified problem

It doesn’t reduce the amount of platforms available to practitioners but it does provide a strategy to deal with the overwhelm that can have an adverse effect on digital confidence. In doing so, it encourages them to work in collaboration with their peers to try out new things and share their findings. The resource has the potential to build up into an accessible ‘living’ encyclopaedia that can be added to as and when practitioners experience using a platform and reflect upon it. Ultimately it encourages practitioners to be reflective and use EdTech in a meaningful and critical way.

Use, impact and benefits seen from learners

I have used it twice whilst demonstrating how to use Wakelet as a consolidation task. After showing practitioners how to use the platform and experiencing it first hand during the session, working collaboratively on this 'EdTech pen portrait' allowed them to consider how they would use it in their own classes. After the group activity, many practitioners were enthused with further ideas they had developed with colleagues, whilst others were able to critically consider the platform as not being suitable for them at that time. However, knowing the collection was an organic document, meant that it could be revisited with new ideas and resources shared amongst the team throughout the academic year.

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