High Tech Reflections

When I read the article about high tech reflection strategies, I was struck by the impact that technology can have on the reflection process. Students are able to express themselves in multiple ways, which will lead to deeper more introspective thinking. A student who has difficulty writing will feel constrained by the form of the reflection and will not be able to think deeply about the impact of a particular learning experience.

I was recently at the Lincoln Memorial exhibit. After viewing the exhibit, there was a video recording machine that asked each participant to talk about his/her experience viewing the exhibit. As Boss suggests in the article, the questions were fairly open-ended, as they asked for recollections of surprising moments or things that were most striking. As I looked at my facial expressions, I was able to gain a deeper understanding of what my reactions truly were. I was free from form and not constrained by page numbers or the formalities of writing. My responses were also not designated to be any particular length. I felt as though I were speaking to be heard rather than to be evaluated. The content of my statements were what mattered most. Additionally, since I was behind a curtain when doing this reflection, I was alone and able to think deeply about my thoughts. I was not worried or concerned with what anyone else would say or think. Since there was a done button that I needed to press each time a section was complete, I felt as though I was in control of this process. It was up to me to decide when to begin speaking and when to finish. In contrast to other reflections that are guided by specific questions and formalities, I felt like I was in control. This type of reflection was empowering for me as a learner.

As a teacher, I can envision high tech reflection to be a powerful tool for many kinds of learners. Students who are more visual will have the instant feedback of their own facial expressions in order to more deeply understand how they felt about a particular experience. Students will also have the opportunity to gauge their own learning by having ample time to process the question, plan a response and record. These are essential steps when responding to questions. Unfortunately, students do not always have the luxury of time when they are responding to questions within a classroom context. Without external pressures of form, time and specificity teachers can also understand what their students are truly capable of. Once teachers have an accurate understanding of what a particular learning experience was like for a student, the teacher can enter into the child’s world and more accurately plan for future learning opportunities.