A
characteristic of a high performing teacher is the ability to reflect on ones
teaching. While reflecting on this
course, the learning resources, and the hands on applications, I was able to
use Web 2.0 tools.
This
course has forced me to embrace the Web 2.0 technologies that are already being
used by educators. I have seen how
beneficial these resources are in order to convey instruction. Specifically, having access to the technology
is not enough. It is what teachers do
with it. “Technology by itself can not
change the nature of instruction unless teachers and educational leaders are
able to evaluate and integrate the use of technology into the curriculum”
(Geisert & Futrell, 2000; Knapp & Glenn, 1996). With this new technology I can see why there
must be a shift from teacher centered approaches to student centered
approaches. Along with this shift, I
also understand why some teachers may be so uncomfortable with this change. The teaching strategies must “compliment
technology use with in the curriculum” (ISTE, 2000), all the while, teachers
can be learning at the same time as the students. In a truly collaborative environment, the
outcome is not scripted or predictable so the teachers must be able to let the
control go and take the learning experiences as they come.
Referring
back to a checklist done at the beginning of my class on support practices for
21st century skills, I noted my strengths and weaknesses. One of the strengths was the access that I
have to technology. The resources are
there, we have Smart Boards, white boards, laptops, desktops, and Epson
projectors. One of the weaknesses I
noted was the implementation of the emerging Web 2.0 skills into my lessons to
promote the essential skills necessary for my students’ future. Through this course, being asked to create a
blog, participate in a wiki collaboration, and publish a podcast I gained
skills necessary to succeed in my future as a teacher. It was challenging to learn about new technology
and to step out of my comfort zone however I can use this as a model for my
students. In addition to the teachable
moment, I also feel that I have a greater empathy towards my students and now
will assist my hesitant learners in a different way.
Another
characteristic of a high performing teacher is goal setting and the ability to
modify the foals in order to meet the needs of my learners. One long term goal will be to collaborate
with other students. My administration
has already agreed to let the students collaborate with in the school and with
the satellite campus in the short term however, my hope is that by showing them
the possibilities and the level of engagement of the students they will allow
the classes to delve into the world of true collaboration and create a wiki
with other schools and/or the world. The
second goal would be to create a school blog that would include helpful
information and strategies for students from students. This blog would serve as a safe forum for
students to interact. Convincing
administration will be challenging by keeping mind that it will be a building
of skills and successful projects that will convince them that is just the
beginning of an exciting time in technology education.
In
the end, I feel accomplished and renewed.
I am excited to bring the knowledge gained in this class into my own
room to deliver effective instruction that incorporates necessary 21st
century skills. After all, the “goal of
education technology is to integrate technology into the classroom so its us
furthers learning goals and helps students focus on the subject, not just the
technology” (Keengwe, Onchwari & Wachira, 2008).
References:
Geisert, P., &
Futrell, M. (2000). Teachers, computers, and curriculum: Microcomputers in the classroom.
Boston
International
Society of Technology in Education ([ISTE], 2000). National
educational technology standards (NETS ) for
teachers. Retrieved July 20, 2006 ,
from http://cnets.iste.org/teachers/
Keengwe, J.,
Onchwari, G., & Wachira, P. (2008).
The use of computer tools to support meaningful learning. AACE
Journal, 16(1), 77-92.
Knapp, L., &
Glenn, A. (1996). Restructuring schools with technology. Needham Heights ,
MA
