EDLD5364-Course+Reflections

=Teaching with Technology: Reflections on Learning= = = =Did I learn what I should have?= Each week, the course outcomes listed three main goals to achieve through the discussion, readings, videos, and assignments. Working on an online Masters program while working full time is like working two jobs! However, with the support we have, one can still be a successful student while working as an educator. I feel that through the collaboration with other students, our academic coach, and with input from the Professors, I was able to achieve the outcomes set for us.

We posted thoughtful and engaging quotes from the readings and videos onto the weekly discussion boards. The Final Word Protocol is one that requires all involved to continue the conversation throughout the week, and there was so much to learn from fellow students. We also were pointed towards weekly videos that highlighted the main ideas from the week. The videos were thought-provoking ideas on the use of Web 2.0 Tools and the current change that education is undergoing. The assignments were engaging, and the group project was a challenging one. We truly became learners of learning, since we had to navigate through the use of GoogleDocs and GoogleSites. It also forced us to expose ourselves to many different research-proven tools presented to us through the course.

In my opinion, this course had very challenging weekly goals. In part, the weeks were a challenge because of high expectations that I had on myself and the group with which I worked. I think that the actual course outcomes were set much higher than I had expected, but in the end, I feel like I have learned as much as an entire (school) year’s worth of technology-related professional development. =Do I use my knowledge in class?= Teaching with Technology is a thorough course in tools to use in your classroom TODAY. I think that the textbooks are necessary resources on any teacher’s shelf. I have tested most of the links that are provided to see that they are still current. I would love to see the newest versions and will immediately purchase them for the updated websites, tools and examples. Asking the four planning questions for instruction outlined in Using Technology with Classroom Instruction that Works (Pitler et al. 10-11), I remember to take some time to think about the content standards when deciding on technological tools for a learning activity.  Four Planning Questions 1. What will students learn? (what are the content goals?) 2. Which strategies will provide evidence of student learning? 3. Which strategies will help students acquire and integrate learning? 4. Which strategies will help students practice, review, and apply learning?

I have already employed multiple ideas from the course, from using Microsoft Word to create graphic organizers, visiting Brainpopto show videos about science, surveys to ask about students’ effort, and the ideas behind the three learning networks. Students today are “plugged in” until they walk into the classroom. We do them a disservice when they “unplug” as they walk into the classroom, and I want to do my best to access their preferred learning styles. We do not have to use computers for everything, but for every lesson, I do think that there is a way to apply digital tools. There is no lack of techniques to use…we just have to decide which ones we and our students can use for that day’s part of the content goals. Small steps will lead to big outcomes! Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works.// Alexandria, VA: Association for Supervision and Curriculum Development, 10-11.

= = =What did I miss?=  I think the idea of the affective learning network is abstract enough to be missed. I find the three learning networks interesting and understand that higher level thinking is achieved at the stage of affective learning. When one understands how they learned a concept, he or she can apply that knowledge to similar future opportunities. However, being able to extract that level of learning from students takes a strategic plan in a teacher’s lessons and activities. I have begun this endeavor through thoughtful discussion in class and by using feedback response systems with the Interactive White Board in my classroom. Concentration on this task will take some practice and time in collaboration with my colleagues in the science department so that we are reaching all students at my campus.

Although time is always the limiting factor, time is the main reason for not being able to fully collaborate with students in the course, outside of my project group. The most difficult part of the course was finding time to join in the Web conferences. I have borrowed a web camera and microphone from the Technology Facilitator at my campus and am ready to join in web conferences in upcoming courses.

=Did I complete the assigned work? = = = All of the course assignments were completed, but they did not come easily. I found myself awake late at nights on many nights. The cause of this is partly due to my need to be thorough and ok, maybe I have a little perfectionism impairing my work as well. Often I would not post onto the discussion board until late in the week because I had not completed all of the readings or videos yet. I find that I pressure myself to complete the To-Do List in order, and when I finally, in week five, decided to post my quote early in the week, it paid off with having more time for others to post replies. In more than one week’s discussion boards, I found that no one had posted a reply to my quote. Needing to do a Final Word post without a reply was a discouraging task. Why did no one post? Am I making posts that are boring? Are they insignificant? I am making it a goal to post earlier in future courses to prevent this from happening again.

=What have I learned about how I learn?=

I feel that the weekly course goals aligned with those that I envisioned. When I registered for an online Masters program, I expected most of the communication to occur online. The group that I joined was comprised of 5 female teachers located in the Dallas/Fort Worth metroplex, and I will admit that it was tempting to simply call each of them to set up an in person work day. However, I am glad that GoogleDocs allowed just as much collaboration (and much faster)! I learned that being a group captain is both a challenge and is a rewarding duty. I felt that the other educators in my group were very supportive and appreciative of the extra set up work required of the team leader.

My attitude toward technology remains passionate. Each time I watch a video about gaming, Web 2.0 Tools, or expanding the boundaries of the classroom, I think to myself, “OK, my students deserve this. What am I going to do tomorrow in class?” It is exciting to be an educator right now. We are preparing students for jobs that do not even have written job descriptions because they do not exist yet. Our students will enter a global market and need to be able to communicate expressively and intelligently so that they can compete with other digital natives. I want them to be the leaders of their field, so I have to start by being a leader of mine.