EDLD 5352 Week 5 Reflection

My initial reaction to this course was “Great, I finally get some insight to help me integrate technology into my classroom,” and for the most part, that is what I received. Beyond my own self-indulgent needs, I gained insight to how far behind the technological curve we are within our campus and district in terms of the Texas Long-Range Plan for Technology. While I have completed numerous STaR charts, I never considered how this data was interpreted or implemented into the Campus Improvement Plan. This enlightenment was reinforced throughout our discussion groups and blogs as I sometimes painfully read about the technologies already integrated in other schools. In that regard, and as an aspiring campus leader, I sought and received an education, which was reinforced through the lectures and readings. Especially indicative was the round table discussion with Dr. Abernathy, Dr. Jenkins and Mrs. Cummings. I took from this discussion the importance for the campus administrator to build a vision for technology integration. The ability to participate in web conferences, while intimidating, created real-time study groups providing an invaluable source of different perspectives to enrich and expand the content. This course has mostly brought to light the vast expansions in technology, not just in terms of education, but with connectivity in general and fulfilled my expectation to advance my technology savvy.

As a department chair, I am responsible for technology integration and this course has offered me opportunities to extend this discussion to my teachers. I recently asked my teachers to review and opine upon Prensky’s article “Digital Natives, Digital Immigrants Part I” as I felt this article spoke volumes to our kids’ thought processes as well as the importance of their being connected. While many of my teachers adhere to the belief that a majority of college and university professors are not allowing technology in their classrooms and would therefore be doing a disservice to students through the incorporation of technologies, they admit to the need for change. I believe through an augmented curriculum from K-12 we can prepare students for positive post-high school experiences and effectively implement technology to expand students’ understanding of the content regardless of the course. In terms of my own classroom, I have begun allowing students to investigate occupations or professions which use certain mathematical concepts in real-time on their smart phones, which is helping bring relevance to a course of study.

I still desire the time to investigate and implement some of the technologies introduced in this course. At the onset of this course, I envisioned being able to fully integrate a web-based supplement to the written curriculum. I want to investigate the effect blogging will have on student participation and whether student podcasting might increase students’ understanding of concepts beyond mere problem solving capability. Our district is assisting in these efforts through their adoption of an eLearning platform called Studywiz. Utilization of this platform will allow for blogging, podcasting and other online learning opportunities. However, time to explore the technology and incorporate it into instruction is an inhibiting factor to its implementation. I do not feel any specific element of this course inhibited me from achieving my goals, but more so inspired me to continue pursuing new ways to integrate technology into my instruction and assessments.

Since my re-entry into education in 2001, I have considered myself somewhat of a “techno geek” in that I am constantly seeking available technologies. My hindrance to upholding this moniker has been a lack of knowledge in how to integrate these technologies into the classroom. This course has reinforced the importance of the campus leader’s role in providing professional development opportunities for teachers. Through analysis of campus STaR charts, collaboration with district technology personnel and community stakeholders, the campus leader must actively seek professional development opportunities which increase teacher efficacy in the technology-based classrooms. Furthermore, curriculum coordinators must collaborate with campus leaders to ensure the alignment of curriculum to district and campus technology integration efforts.

The use of blogging in the education of the 21st century student is a must. Students are used to the immediate gratification as supported across their technology from video games to text messaging. In this regard teachers can ill-afford to not establish a blog for content discussion. The advantage of blogging beyond the obvious ability to ask the teacher a question is the social interaction amongst peers and therefore increased discussion of the curriculum amongst peers thus leading to a broader understanding of the content. Furthermore, teachers can use a blog to communicate with parents in lieu of a printed newsletter incorporating the ability for two-way communication and increasing the efficiency of information dissemination.

The largest hazard to blogging in the school environment is that it must be monitored to preclude the blog from becoming another social networking site. Students must also feel comfortable in posting questions which might otherwise receive criticism in the classroom. In that vein, today’s educator must be keenly aware of cyberbulling, steps they can take to prevent its occurrence and what to do when it is encountered. School administration, both district and local, must support teachers’ efforts in the creation and use of blogs by expanding Acceptable Use Policies to incorporate proper cyber etiquette and provide training to teachers, students and parents on its content and the possible consequences for its violation.