Technology Course Reflections

When I began this course I had high expectations. I envisioned utilizing technology in a number of ways to enhance learning in my school. I imagined that the course would introduce me to web based programs or websites which I could modify for use in the core subjects and then train others to use. The actual course of this class, however, was much more than I had envisioned. Instead of leading me to web based programs or websites, I was instructed to create a website (blog) and to post my self-created products on it for perusal and critique. While I can truthfully say that the objectives I envisioned were met, I must admit that I had aimed too low. The actual course outcomes surpassed my expectations and equipped me with skills that I can utilize to train teachers and to teach students.
The outcomes I achieved in this course are relevant to my work as a technology leader at my school. I learned to create and post a blog, post a Power Point presentation, create an action plan, and to plan learner centered professional development. More importantly, I learned to examine and assess data for informed decision making regarding technology integration. I learned to access the online resources which will aid me in these decisions such as the Texas STaR chart specific to my school, and the Texas Long Range Plan for Technology. I also learned the organization of my district and the plans they have for technology integration over the next few years. All of my acquired knowledge is applicable to my job both now and in the future. It will continue to be necessary to evaluate our campus needs, and it will also continue to be necessary to utilize web based programs to enhance instruction on our campus.
Throughout the five week course, I anticipated learning more about the utilization of technology learning tools such as Wikispaces and Twitter. While the concept was discussed in our readings, we were not instructed to access the website to create one for educational use. I anticipated finding additional methods to reach students and Wikispaces and Twitter are the new educational buzz words for concepts which will bring classrooms and schools into 21st century learning. Perhaps the greatest deterrent for me was time. The course requirements were rigid, and I found myself scrambling for time each week to meet deadlines. Had the creation of either of these been integrated into the course, I could have gained valuable experience to share with our staff which is hungry for technology ideas and new ways to teach old concepts.
Although the course assignments were difficult, I was successful in carrying them out. I experienced one near miss which taught me to check, double check, and triple check any website or blog address before transmitting it to a grader. After many hours of accessing information, finding school related pictures, working on my Power Point, creating a blog, and posting the Power Point to the blog, there was a problem which caused my academic coach to be unable to access my blog. Fortunately, she asked me to send the address to her in an e-mail which I promptly did. The new address worked, and the coach as well as the professors was able to view my blog. The most difficult assignment for me was the one which seems easiest – the discussion board. We were required to respond to four to eight articles with an opinion about one quote from each source. After posting our own opinion, we were required to respond to the quotes chosen by two of our colleagues. For two weeks straight, this meant that we had to have twenty four postings in the week. The task was daunting because once we had given our opinion, we were then asked to give another opinion about the same reading twice more. In most cases we had exhausted our opinions on our own topic. Another assignment I found extremely challenging was the action plan. I have read many action plans, but I had never created one on my own. As students, we were given the components to include, but we were not given a format to utilize as a model. Thus, I created what I thought the professors requested. Upon posting it to the discussion board, I discovered that it was vastly different from the colleagues with whom I collaborated. We all agreed that there was more than one way to write a plan, so I left it as it was and submitted it for grading.
This course was an exercise in self discovery. I learned more about my leadership skills and about my ability to adapt. I went into this course with a mindset and an attitude which didn’t leave much room for new things. Certain areas of technology were taboo in schools, and in my mind they were destined to remain that way. I couldn’t see the use for a cell phone in school as anything other than a method to socially network or to illegally transmit answers to a test. In my mind social networking sites had no value at all, and online references were usually unreliable. Through the readings I was opened up to a number of relevant uses for technology in the classroom. As a leader in my school, it is important that I create a culture of learning and a culture of 21st century learning. The reading taught me that most experienced teachers and administrators are “digital immigrants” trying valiantly to educate “digital natives.” Their methods of communication are not compatible. This course taught me to broaden my knowledge of what should be considered acceptable usage and to utilize different types of technology in order to teach others. If best teacher is one who has experienced what he/she is teaching, then the best administrator is one who leads by example.
I am willing to admit that I strongly questioned the relevance of the blog to the 21st century learner. Before this course if I were asked to rate its educational value I would undoubtedly have scored it very low. Even while completing course assignments and preparing them for posting, I questioned the educational value. It sounds incredibly cliché to say that I experienced an epiphany, but indeed I did. One of the assignments for this class involved interviewing students about technology usage at my school. My student interviews opened my mind to the possibilities for technology usage that I hadn’t ever thought existed. Since most of the students are text and e-mail junkies, I decided to tap in to that enthusiasm and to assign work on my blog for students to access during the holidays. When students found about my blog they were eager to look at it and to begin the work early. Some have even asked if they could e-mail me with questions from the assignments which will be distributed. It is hard to believe that all this excitement is the result of a blog.
My concerns about blogs and blogging are much the same as they are with anything new. I am afraid that the students will lose interest in the blog’s educational value and utilize it strictly for a social network. Instead of sharing an educational video, it may become a popular place for YouTube downloads and other information that clouds the academic value in the center. I also have a concern about safety. It is a fact that predators wait for children to access the internet in order to gain private information about them and even to arrange meetings with them. It becomes imperative, then, to assign professional development to warn teachers and administrators of the dangers of going online and the types of information it is acceptable to share in an open forum like a blog.
Like all technology, the blog is not without drawbacks. Used wisely, though, blogs can be a useful tool to assist teachers with a myriad of educational issues. Teachers can use blogs to post assignments and syllabi. They can offer tutorial links for struggling students and additional practice for students who need it. Blogs can also be used by students for journal writing and reflections on classroom assignments. For administrators, the blog can be used in place of school newsletters and memorandums. One of the major drawbacks of the blog involves the safety of the user. Younger children have a different notion about what information should be made public and what should be kept private. They are more prone to give away intimate details about their families and or living arrangements than older children. For instance, in a reflection piece, a younger child might state, “I do my homework at 7:00 after Mommy and Daddy come home from work.” This opens both the parent’s and the student’s schedules up to any predator who might be interested. Educators must be aware of the worldwide audience and instill in students boundaries as to what should and should not be posted.
One of the most useful purposes of blogging is to communicate with school stakeholders. One of the major purposes of blog writing in schools is to connect students to one another and to others outside the classroom. They create networks of learning that promote reading, writing, and critical thinking. Through blogs, parents and other school stakeholders can be kept informed on coming events, school testing dates, community speakers, fundraisers, and other matters of public interest. Collaboration can also take place within a school, within a grade level or across grade levels. Some examples of possible collaboration configurations are: student-student, class-class, class-expert, student-teacher, teacher-mentor, or teacher-teacher. The circle could be expanded to include parents, experts, volunteers in schools and other stakeholders.
To summarize, my experience in this technology course has opened new avenues to learning and to teaching. It allowed me to view my personal weaknesses and strengths and to clearly see the advances my school has made in the area of technology. It has emphasized the need for incorporating technology in all aspects of school life and the importance of ensuring that staff is trained. Through the use of technology, it is suggested that teachers and learners are becoming empowered, motivated, reflective and connected practitioners in new knowledge environments. They must, therefore, be willing to utilize it to improve the quality of education with differentiated instruction, records management, and electronic portfolios.