Having tech savvy students starts with computer literacy, which comes naturally to many students because they live in the tech-world.  But that's not true for everybody.  Consider my daughter, for example...  she's naturally computer literate, because, look at her dad!  She must be a force to be reckoned with, right?  Well, no.  She’s a wiz at a lot of things, but computer stuff just doesn’t come easy for her, so we have to work at it.  Likewise, just like any other concept or skill, if you want a classroom of proficient users, computer literacy must be taught.  Technology has its own language.  So in short, you have to speak the lingo. 

Wouldn’t it be nice if there was a device that translated things for us?  There is, and there are.  Luckily, it’s not a weird fish you put in your ear, unfortunately though, the device is YOU (and occasionally google).

So how do you do it?

>Use differentiated speech. 

I might say, “could you make the window full-screen (point), or maximize it (pause), make it bigger, by pushing this button (show).”  Once the action is complete, repeat for the class what the student just did.

For resizing things, I might say, “could you resize this for me, make it bigger…  using the handlebar on the image.”  I’m identifying the visuals with I’m talking about so they make the connection between the lingo and the virtual structure (the handlebar on the image).  Further, students hear in context alternate descriptions of the tasks or objects and can generalize the meaning of the vocabulary (maximize, handlebar) they will use throughout thier careers.  This happens best where you have an activity…

>Aquire and generalize with activities,

 like this resizing activity...

There are many activities that come up incidentally or that you can do on the fly.  What else can we do? 

>Use gestures...

 ...keeping to the fish theme.  And, whenever possible,

>use visuals:

Obviously, we're talking about elephants now...

...and mice.  Some actions are just hard for particular students to learn.  Especially the students I teach.  We wouldn't want our more auditory students to think we were talking about the mammal, right?  A visual might just solidify the message next time they need to use the "right" button (NPI).

Students get use to hearing phrases like, “right click…  cut, right click…  paste”, and will be able to fill in the blanks as the work is being done.  So,

>use words and pictures together.

If I say, "cut, and (pause)..."

...I want to hear several people say, "paste!" -and not to be confused with the Elmer's kind.

More times than not, the visual instructions are part of the action.  Use words to explain what is happening, and what people are doing.

When my students tell me, "Mr. Wayland, you need to fix your hyperlink!", I know I've done my job.

Keep in mind, we're here to connect with our students, and when we don't speak the same language, the world can be a confusing or even scary place...

Having trouble letting go of the controls?

Practice not using the pen.  Challenge yourself to go a whole lesson, a whole period, a whole day -without even touching it.  How do you do that?  With practice.  It can be almost like playing charades, trying to communicate something without doing or saying something out loud.  So...  How do you do it, again?

Be the director!  Consider yourself the director of this production which is your lesson.  Things will move slower.  That's okay, people are learning.  If you are explicit and consise in your direction, you'll get better at directing, and students and staff will get better at listening -not to mention more confident in using technology.  Leting students take the controls will be more empowering for you and your students.  Soon you'll be taking direction from them.  Besides, student-driven learning is a major objective, so give them the key and let them drive!

Remember: