The joy of following many other education technology people on Twitter is you get to find out loads of tips and suggestions for things to do to make education better in my school. Increasingly though, I find myself following people who, when they blog, post about iPads and how they are using them. That’s all very well, but is becoming increasingly irrelevant to my school, since we do not have any iPads.
“Hold on,” I can hear you saying, “I thought this post was about Chromebooks“. It is – kind of. I can hear other people saying, “Hold on! No iPads? How can you sustain school improvement without iPads?”
So the thing is, whenever I think about writing a post about Chromebooks, it ends up becoming a post about something else, so I don’t write it. For example when my students used storynory.com and Blogger to read, listen to and then review a story. They did all that on a Chromebook – but the key thing was the websites they used. Or when my students used Youtube and Google Docs to re-write the lyrics of a well-known song. They collaborated together on the same Google Doc, partly in lesson time, partly over the weekend. They used Chromebooks to do that, but it was Youtube and Google Docs that made the activity work.
I am caught in the trap of wanting to build up a bank of evidence to say that Chromebooks work in classrooms, just as others are doing with iPads. Every time I try to justify that argument I find myself focusing on a particular way of teaching and a particular set of web-based technologies that support that, not the actual Chromebook. Damn Chromebooks – they’re just so faceless, so lacking in charisma – they just let you get on with teaching.
I wish they had more shiny about them. If only they were more complex or more difficult to setup – for example if they took a good day of technician time to setup , then, at the least, the technician would know about them. But no. Not Chromebooks. They just work. The kids use them. For learning. Boring really.
There’s nothing else to say.