reflection

Course Reflection

       I have learned that technology integration is to be considered carefully. There are many competing factors in play that help determine the usefulness of the technology. I realize that the use of technology for its own sake is not in the best interest of the student. In my ideal world, the use of technology will offer students something that other methods cannot. Perhaps it is availability- that students can access the class environment and resources wherever they are working on their assignment, instead of just relying on notes. Perhaps it is differentiated instruction- that students who need more prompts can access them immediately, regardless of teacher availability.

       The readings have helped me to formulate some new old ideas about the use of technology. In particular, I found the Veneema and Gardner article to be very enlightening because I never thought about technology as appealing to multiple learning modalities. I guess I always just thought about the visual and auditory aspects of learning with a computer. The Gardner article, especially the description about the CDROM, really started to change my thinking in this area.

       Discussions with my peers have been beneficial because they have offered me a chance to glimpse into the technology programs (or lack of) in other school districts as well as learn what methods have been successful for other teachers. Also, when we were in the computer tutorial module, it was very helpful to communicate with my peers about their experiences using tutorial programs. I had no experience in that area and was having trouble understanding it . Once I read a few examples from my peers that had actually taught using tutorial programs, it was much easier to understand the concepts. Because we have such a supportive class environment, I felt comfortable asking some peers to describe their experiences in-depth or to answer questions about them. They were very thorough in their responses.

    I enrolled in this class because I had a few ideas about how technology may be useful to my students, but I did not possess the technical skills necessary to accomplish my goals. I was searching for a way to assist my students who lacked computer skills to master simple tasks without stopping class instruction repeatedly. I was looking for a way to offer my students guidance when I wasn't in the classroom with them. I longed for a way to use technology to create a virtual classroom space and offer students continuity that is sometimes lacking in pushed-in academic models. And, more than anything, I wanted to create a set of grammar and convention tutorial exercises to help students improve their communication skills.

    I have been offered the opportunity to develop the skills necessary to make these technology goals a reality and I am grateful. I was really unsure that I could learn technological skills in an online course, but I am happy to report that I was wrong. The tutorials offered were so helpful to me in two ways. First, they helped me learn the skill that I needed at the moment. Second, they helped to give my idea about offering assistance to students a definite shape. I now have two different tools that I can use to create little lessons to help smooth out the rough edges for my students who may lack some basic computer skills. Once they learn how to access the tutorials (which I will keep on Blackboard), then they can become more independent.

    I included the Snag-it video as one artifact because it illustrates the kind of assistance that I can now offer my students in my absence. The Sang-it video tool along with the copy screen feature give a depth to online communication that may not have been possible with just text. For example, when I ran into trouble with the creation of my website, I was able to send images of the screens right to the teacher along with my text. I hope to teach my students to do the same when they have questions for me on the days that we are apart. Not only is it more convenient, but it shows a change in my thinking about communication.

    I included the Inspiration map because it was a personal success for me. I have always been confused by concept mapping- I guess I am a linear thinker! The experience of creating one for my students was a good way to force myself to figure it out. Not only did I learn a bit more about concept mapping, I actually created something useful for my students. I used the map with students who were identified as persons with disabilities. The visual representation seemed to be easier for some of them to understand than the list I had been placing on the white board. Similar to the first artifact I chose, I think that the concept map illustrates a change in my thinking about communication.

    I feel that not only do I now have the skills necessary to create the tools I originally wanted to develop for my students, but the expansion in my thinking has allowed me to conceptualize new tools that may be useful as well. For example, I have seriously begun to think about why and how I can incorporate electronic portfolios in addition to the hard copy ones my students now create. Blogs may play a part as well, allowing students to publish and receive feedback on drafts of portfolio products. Students may be motivated to use a blog because it offers the opportunity for creativity and personal expression as well as communication options. Also, it offers my senior students something that they can continue to use after graduation, even keeping in contact with classmates after they go away to college.

    Of all the topics I have discussed however, I am most excited about the WebQuest. I have been dreaming of this tool since my first year of teaching. I have even had extensive discussions with other members of my department about what type of tool should be developed to help students with these issues. This tool will fill a legitimate need that exists for my students every year. I always have a group of students who need extra help using the appropriate grammar and conventions in writing. I spend so much time editing their work with the dreaded red pen, only to find the same kinds of mistakes in their next paper. The WebQuest will allow students to learn or relearn certain skills and immediately apply them by editing their own papers. I think this type of activity will anchor the learning in a way that changing things I have marked would not. Because of time constraints and the fact that I see my students once a week, I could not offer them on-the-spot tutoring in the problem areas. Also, I have tried the old grammar handout thing and they were so offended. They consider grammar handouts to be middle school activities! The WebQuest will offer them the opportunity to learn at their pace, according to their schedule, in private, and followed immediately by the anchoring activity of putting the new knowledge to work for them. After much consideration and discussion with my colleagues, I truly believe that an approach utilizing technology will give students better opportunities in this instance. And isn't that using technology in the classroom to offer students something that other methods cannot?

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