Mahara

... appeared in the UK's Guardian Online on 01st April - not sure if it was posted before midday, but it is entirely serious and I think brings to the fore the idea that any use of technology should be chosen on its merits and benefits it can bring to teaching and learning.

Philip Beadle argues that computers are no substitute for the real thing in teaching. Whilst some of his argumentsare very true, for example virtual teaching of art classes does not introduce the methodology or the process or let the students get their hands dirty, I think a sweeping denial of the value of technology in teaching is dangerous. There are many instances where eLearning resources provide a very valuable walk through or simulation of a classroom activity. An often used example, a video tutorial of fish preparation, (here's one at random from Video Jug ) can be used to go through the steps involved in the process, giving students the chance to review the activity via a Learning Management System afterward or in preparation for the lesson. there is also the issue of practicalities; in a large class repeated attempts at food preparation can be expensive

He also says Government bods dream up initiatives of personalisation on a beer mat after a pub lunch, there is no denying the value of personalisation - in my opinion - to enhance the learning experience and involve the students as more active participants in a system that recognises differences. And technology is one very useful way of allowing for personalisation and equal opportunity. There is a danger that this kind of article picks out all of the worst examples of using technology (boring powerpoints, underused electronic whiteboards) and and avoids the good (reflective learning, creative writing through Blogs, utlisation of simple MS tools to provide interactive content) to give a very one sided argument that technology is not needed.

Undoubdtedly some of the wares on offer at BETT or other trade shows are of spurious value and may lean towards 'eye candy', but I would say that learning technology should be approached in the same way that consideration to any other type of resource should be. You wouldn't for example put every book on a given subject onto your syllabus reading list.

• Investigate what is out there,
• consider its relevance to your subject,
• consider its potential for improving your teaching practice and informing your students,
• find out how it links to pedagogy (e.g Moodle's Social Constructivism approach),
• asess the staff development requirements,
• then decide whether to go with it or not