Chapter 5

Identifying When Technology Is Not Needed!

This chapter walked the reader through the "story map" and how it can be applied, presented and utilized in a  number of different situations. In reference to my previous post, I think explaining VSP to my coworkers would help them structure a claims presentation and keep them on track to offer the information in an clear and organized way. Initially the problem that is being faced is they do not know how much a claim is worth. The adjuster or person listening to the presentation is led through all the facts and details of the case and transforms as they gain more knowledge. At the conclusion of the interview, the Adjuster would offer their thoughts on what they thought the claim would be worth and walk the client or their attorney through the negotiation process. Ultimately a settlement is reached offering both a conclusion to the story and an answer to the initial question of "how much is this claim worth?".

I was struck by the fact that Ohler specifically suggests that the instructor limit the availability of technology in this initial pivotal step. 

"I don't like having students use computers at this point because they just get in the way. I want to emphasize this. You want students to go from idea to story core to story map with as little technological distraction as possible".

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 85). Kindle Edition.

Many people think that those who are "into technology" want to use technology for absolutely everything they can. This example shows that that is not the case. People who truly understand technology encourage people to use it, but to use it in the most effective way. If the use of technology in a particular situation, such as the creative process of story mapping, will not improve the process, then it is not appropriate. Ohler suggests,

"It provides a way for teachers to interact with student work in an easy, low-tech way at the beginning of the process, when their input can actually impact what students produce."

Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 86). Kindle Edition.

 Technology has improved our lives in many ways, from the everyday activities to improving our ability to learn and understand in our academic lives. As much as we have benefited to the advancements of technology , it is most powerful when used effectively to improve learning as opposed to simply replacing an existing practice with a "high tech" version that accomplishes the same thing with the same efficiency.