Friday, March 4, 2011

6715 Course Reflection

The course, New and Emerging Technologies, has helped me to understand how technologies are continually evolving and transforming into newer technologies. At the rate that technology changes, I face the challenge of making decisions about which technologies to implement within my classroom. Another challenge I face is receiving administration support for implementing technologies due to lack of funding. Thankfully, this course has given me new knowledge about how to address these challenges and how to become a change leader.

As I reflect on the learning activity that I developed in Weeks 6 and 7 entitled, Changing the Game at My School, it amazes me how much I have learned in just a few short weeks. I have learned how to engage students through the implementation of an online game which allows me to use a non-traditional instructional method. Online games through their rich multimedia platform can engage and motivate students to succeed in school, especially “at risk” students (Clark and Ernst, 2009). Within my learning activity, I also reflected on how to develop various learning activities to address Lemke and Coughlin’s 21st century learning “change agents” (2009). Activities such as using the Internet to research information, creating a graphic organizer, collaborating with a partner during gaming, and writing a lab report to summarize information learned addresses Lemke and Coughlin’s (2009) “change agents” of democratization of knowledge, participatory, authentic, and multimodal learning. Further learning that I acquired through the development of my learning activity was through reflecting and evaluating the current needs of my school to find resources to help me implement system change. Change does not happen overnight, but happens through a progression of phases. Billings (2009) indicated that there are three phases (selling the idea, preparation, and implementation) that must be met to implement system change. I look forward to the challenge that awaits me in my attempt to implement system change within my school.

In addition to learning how to become a successful change leader, I have learned how to write a grant proposal to receive funding to support my learning activity. Before taking this course, I did not understand how to write a grant proposal, and had a fear of what was involved in writing a grant proposal. Now, I understand the fundamentals of writing a grant proposal. Writing grants can be quite beneficial in helping me to obtain 21st century technology tools and resources to support learner needs.

As I reflect on my current teaching strategies, many of my classroom activities have students engaged using computers and software to create projects. My students take ownership over their own learning because I am more of a facilitator than a lecturer. However, technologies such as online modules, multi-user environments, and gaming are tools that I want to implement within my classes in the near future. Although I believe my current teaching methods work for students, I realize that it is important for me to continue to seek ways to improve learning experiences for students. An immediate adjustment that I will make in my profession practice will be to stay informed about emerging technologies as well as to influence and lead the adoption of digital tools. One way that will help me stay informed and help me grow as a professional will be to join a personal learning network such as TappedIn. Personal learning networks encourage colleagues across the world to share resources and ideas that can lead to enhanced 21st century learning experiences for students. Through the additional knowledge that I gain from a personal learning network, I can also more effectively show colleagues how to implement digital tools into their curriculum. Although my master’s program is coming to an end, I will continue to seek out resources and other personal learning networks to help me grow professionally as an educational leader.

References

Billings, K. (2009). Lessons from the trenches. School Library Journal, 55(10), 26–27. Retrieved from the Education Research Complete database.

Clark, A. C., & Ernst, J. (2009) Gaming Research for Technology Education. Journal of STEM Education: Innovations & Research, 10(1), 25-30. Retrieved from EBSCOhost.

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59. Reproduced with permission of Association for Supervision & Curriculum Development in the format electronic usage via Copyright Clearance Center.

Saturday, January 29, 2011

6715 Course Application 4

View my presentation below to learn about how online learning in K-12 schools can fill instructional gaps and support authentic student learning.