(Self)-Regulation with Technology
Seecof, S. (2016). Sticky-notes-to-do-list [Photo]. Retrieved from https://www.flickr.com/photos/126344637@N05/26013859361/ Used under Creative Commons Attribution 2.0 Generic.
In college, I began to seek out tools to meet my personal learning needs and organization needs, especially after abandoning a paper agenda that was always too full. In the years before smart phones were common (and before I bought my first cell phone), I had a Palm Pilot to track assignments and appointment events, syncing it with my computer each evening. With a full schedule of classes, this helped me to meet deadlines and manage what seemed like a long list of responsibilities.
I also found a citation management program that facilitated a longer independent research project. I could not imagine writing another thesis on Ulysses without electronically organizing my research notes and secondary source material.
My approach to technology shifted. I identified my own problems and researched technological tools to help solve the problems I identified. I used the technology to organize facts and dates, allowing me to focus on how I wanted to use those discrete bits of information.
Technology can act as an extension of our brains, freeing cognitive energy for more challenging tasks. In the same way, technology can provide support for students with learning differences such as dyslexia or visual impairments.
In college, I began to seek out tools to meet my personal learning needs and organization needs, especially after abandoning a paper agenda that was always too full. In the years before smart phones were common (and before I bought my first cell phone), I had a Palm Pilot to track assignments and appointment events, syncing it with my computer each evening. With a full schedule of classes, this helped me to meet deadlines and manage what seemed like a long list of responsibilities.
I also found a citation management program that facilitated a longer independent research project. I could not imagine writing another thesis on Ulysses without electronically organizing my research notes and secondary source material.
My approach to technology shifted. I identified my own problems and researched technological tools to help solve the problems I identified. I used the technology to organize facts and dates, allowing me to focus on how I wanted to use those discrete bits of information.
Technology can act as an extension of our brains, freeing cognitive energy for more challenging tasks. In the same way, technology can provide support for students with learning differences such as dyslexia or visual impairments.