It's hard to believe that just six weeks ago I was beginning my first course in the Kennesaw State Instructional Technology Graduate Program. Where did the time go? How quickly I transitioned from a terrified new student to a confident not-so-new student. I am baffled at the amount of information I was able to learn in such a short time. I can't thank my professor, Jane Roberts, enough for putting together such a seamless and rigorous program. In just six short weeks I have learned how to accurately assess the use of technology in the classroom, fully understand the needs and desires of 21st Century Learners, and how adeptly technology can address these needs.
I have been using technology in my classroom for several years. I grew up in a technology age, and I am not necessarily a digital native, but I certainly could be considered a digital-transplant-native. However, until my 21st Century Learning course (ITECH 7400), I never really knew how to assess the use of technology in my classroom, or anyone else's for that matter. My classroom use of technology was purely for convenience, substitution, or project-based production. I have since learned that there distinct criteria for successful technology integration and engaged learning. The importance being in a balance of technology and student engagement/challenge (going out on the "ledge", as noted in the image below) A lot of the benchmarks reminded me of similar critical thinking models where students must use metacognition and tackle real-world problems. The bottom line is, students should create, collaborate, grapple with difficult, real-world issues. But the most notable trait of engaged learning was that of meaning and authenticity. It took awhile to wrap my head around what a truly authentic unit of study looked like. So often, subjects are taught in a context-less bubble; but, within the lens of authenticity, students find purpose and meaning behind what they are learning. And, that really gets to the heart of what 21st Century Learners want and need. They want, of course, to be engaged and to have fun learning, but the way to facilitate this is to increase the authenticity of their learning experience. Students can assume the roles of professionals, and they can perform very serious tasks. What makes it all worthwhile in the students' eyes is the authentic task and an audience that cares about what the student has created/accomplished. Teachers can aid in this authentic learning process by integrating technology and relinquishing their control. Again, this reminds me of various critical thinking models where the teacher's primary role is to ask questions and ensure non-fallacious thinking. The use of technology should be constant, meaningful, and engaging.
I have been using technology in my classroom for several years. I grew up in a technology age, and I am not necessarily a digital native, but I certainly could be considered a digital-transplant-native. However, until my 21st Century Learning course (ITECH 7400), I never really knew how to assess the use of technology in my classroom, or anyone else's for that matter. My classroom use of technology was purely for convenience, substitution, or project-based production. I have since learned that there distinct criteria for successful technology integration and engaged learning. The importance being in a balance of technology and student engagement/challenge (going out on the "ledge", as noted in the image below) A lot of the benchmarks reminded me of similar critical thinking models where students must use metacognition and tackle real-world problems. The bottom line is, students should create, collaborate, grapple with difficult, real-world issues. But the most notable trait of engaged learning was that of meaning and authenticity. It took awhile to wrap my head around what a truly authentic unit of study looked like. So often, subjects are taught in a context-less bubble; but, within the lens of authenticity, students find purpose and meaning behind what they are learning. And, that really gets to the heart of what 21st Century Learners want and need. They want, of course, to be engaged and to have fun learning, but the way to facilitate this is to increase the authenticity of their learning experience. Students can assume the roles of professionals, and they can perform very serious tasks. What makes it all worthwhile in the students' eyes is the authentic task and an audience that cares about what the student has created/accomplished. Teachers can aid in this authentic learning process by integrating technology and relinquishing their control. Again, this reminds me of various critical thinking models where the teacher's primary role is to ask questions and ensure non-fallacious thinking. The use of technology should be constant, meaningful, and engaging.
What's funny is, as a teacher, I know my students learn best by doing. And, I found through this course that I am the same. It wasn't until I created my own Engaged Learning Project that I fully understood the various levels of technology integration & the indicators of engaged learning. More importantly, I learned the merit of our myriad technology standard as they fit perfectly within the context of engaged learning & technology integration. Take, for example, ITSE-C standard 2.3, "Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences". Throughout the second half of this course, I was able to fully address this standard by creating an authentic project that both met the levels of technology integration, indicators of engaged learning, but also addressed the ITSE-C standards, "model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills" (2.4), & "model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards" (2.1). All of which has made me a better teacher. But, I also assumed the role as coach in ITECH 7400, addressing the PSC standards of "demonstrating continual growth in knowledge and skills of current and emerging technologies and applying them to... professional practice" (PSC 6.1), or, "regularly evaluate and reflect on professional practice & dispositions to improve" (PSC 6.2). We learn by doing, and at no point did I learn more through this course than when I was making my own project & coaching my peers with theirs. It was an incredibly rewarding experience. I am so excited to learn more, to improve as a technology coach, & to see what is next!