Refletion+TF+-+3+Teaching,+Learning+and+the+Curriculum

TF Standard III. Teaching, Learning, and the Curriculum


 * Self- Assessment**

Technology Facilitator Standard III outlines how educational technology facilitators impact teaching and learning through assisting teachers in integrating technology into the curriculum. Today’s students not only desire, but need engaging, media-rich learning experiences to maximize their learning potential (William & Redish, 2009).

While taking courses for my Master’s Degree program, I’ve had multiple opportunities to perform tasks related to ISTE’s standard III. Two creations that I feel were very beneficial to my classroom were an electronic book on the CAST web site and classroom videos I developed in the Multi-media Video Technology course. Along the way I used wikis, blogs and Google Docs to share information and collaborate with colleagues to accomplish learning tasks. This year, I plan to develop an e-book for one of my particularly difficult units so students will be able to access it at home to help clarify or as a reminder of key components. I have already used video technology to share information as well as encouraged students to use this method as a tool for presentations. With the majority of students having access to one more smart phones, text messaging, Internet, and email devices, they are able to share and access information often quicker than we allow at school. The notion that students will quietly sit and get the information does not work for today’s students. Students want to learn; often faster than what information is being given to them. Rose and Meyer (2002) discussed that successful learning experiences challenge and support each learner appropriately; the goal is to provide every student with customized and responsive experiences (Rose & Meyer, 2002). Today my main goal within each unit I teach is to have an embedded technology application activity that reaches each student’s individual needs.

When we introduce technology into the learning equation, students should feel engaged and ready to learn. The technology facilitator’s responsibility is to guide technology use and integration on the campus so as to ensure the learning is balanced and, of the utmost importance, that authentic learning takes place. I feel the goal is not using technology in the classroom for technologies sake, but using technology as one tool to develop meaningful activities and assessments that maximize the learning that takes place. As a classroom teacher, it is often difficult to integrate meaningful technology applications into the lesson while preparing for content information, instructional materials, managing day to day classroom responsibilities and much more. So often, the use of new technology in the classroom is hampered because we all get into a rut, using from our “bag of tricks” what is the quickest and easiest way to accomplish the objective at hand. Quality lessons take time to develop and plan. While the use of technology can often break new ground for learning, one key consideration we must keep in mind is if the students have expertise to work with the technology we would like to use. “In the planning process, teachers must also consider how [the students] will acquire the technical skill needed to complete learning tasks” (Redish and Williamson, 2009). I find that it does take time to teach the technical instruction itself as well as teaching the lesson concepts. For example, I learned from designing a lesson that utilized posting information on my class wiki that I had to teach some of the students the basis of how to upload a file to the site. This is not a particularly hard task, but it does take valuable classroom time to teach. I’ve learned that it is sometimes best to group the students together so that they can teach the basics of the program to each other since typically students feel comfortable asking for help from their peers rather than lose precious teaching time teaching the technological aspect of the assignment.
 * Learn as a Learner**

As a teacher, I’ve learned that if I give a student a problem to solve, they are much more focused and engaged than if I teach the same information in a lecture format. Technology is a tool to teach a new concept or reinforce learning; as a teacher, I must be able to provide ways for my students to use the technology to learn the concepts. The performance task under ISTE’s Standard III A deals with addressing both content and student technology standards in creating technology enhanced learning experiences. My course experience in Teaching with Technology provided me with these types of opportunities to learn how to design authentic learning experiences.


 * Life-Long Learning Skills**

I realize that technology is not going away; it is a critical part of students’ and teachers’ lives and is a necessary skill set for the 21st century learner. Modeling technology in my teaching encourages not only my students to use it, but also encourages my peers to embrace this new medium for their own instructional needs. In EDLD 5363 Teaching with Technology we modeled the ISTE’s Standard III when we used wikis, Google Docs, and Google Sites. I have used these technologies not only with my team members, but my family members as well.

Teachers need support from administrators and technology leaders to learn how to create quality instructional lessons and activities that align with classroom curriculum. Collaboration in the form of sharing research, lessons, and ideas are the pillars for developing these skills. I am now more willing to try something new if the research supports it. The skills I need to continue to develop relate to how I can continue to move and encourage other teachers to utilize technology on a common basis in their daily lessons. There are a multitude of technology tools and uses available, no teacher should ever wonder how to infuse technology into a lesson. I strive to find different and creative ways to model best practices to my students and peers. “Technology will alter students’ and teachers’ patterns and practices, inside the classroom and out. Each will be able to present the other with a richer array of creative expression, and each will be more connected to the other as these compositions become part of the daily library” (Solomon & Schrum, 2007). I want to continue learning new ways to alter the patterns and practices inside and out of the classroom through continued research, for when teachers incorporate these skills, learning can be more exciting and beneficial for both parties.

References

Rose, D., & Meyer, A. (2002).**Teaching every student in the digital age: Universal design for learning.** Alexandria, VA: Association for Supervision and Curriculum Development. Chapter 6.Available online at the Center for applied Special Technology Web site. Retrieved March 14, 2011, from [|http://www.cast.org/teachingeverystudent/ideas/tes]

Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools.Eugene,OR: International Society for Technology in Education

Williamson, J. & Redish, T. (2009). ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do.Eugene,OR: International Society for Technology in Education, pp. 59.