Background:
When I began this course of study, I was a career-changer, and a “stay-at-home” mom. I had my B.S. degree in Biology and had a few years of teaching high school biology under my belt. I found that although I mastered my content area and received great evaluations for my ability to help students better grasp difficult concepts in biology, I was not well equipped with the new technologies that a few of my co-workers at the time were well versed. I decided then that I will have to better understand the technologies that are available and began my MEd in Instructional Technology program in 2007.
Introduction:
When I taught biology years ago, many students questioned their own capabilities. I assured them that I am here to help you “get it”. And if they still don't "get it", I will explore other methods to help them “get it”. I treated my students with respect and had high expectations for them all. However, not all of them met every expectation but they enjoyed the process and continued to try to improve. I was very candid and helped them think through a process. I wanted them to understand that there is always a solution, but working together will help get give you guidance to figuring out a solution that works for you regardless of their social, physical, economic, ethnic, sexual background. I saw that they not only enjoyed coming to my class, but they were excited to ask questions. My desire to learn more about technology prompted me to pursue this degree. Businesses throughout many industries indicate that there is a need for individuals who possess a wide range of high-level skills and abilities like critical thinking and adaptability. Leaders of these industries state that technology helps prepare students for the workforce when they learn to use and apply applications used in the real workforce and that they need to understand how to use technology tools to be creative, innovative, display continuous improvement, leadership, and adaptability (p21, 2011). Similarly, UMUC Educational Department’s “Teaching and Leading Beyond Boundaries” vision acknowledges and stresses the importance of (1) teaching for learning; (2) analysis, reflection, and continuous improvement; (3) technology integration; (4) creativity, innovativeness, and adaptability; (5) local, national, and global community; and (6) leadership.
Reflection:
Teaching for Learning: Objective (1): Integrate current and emerging technologies into curricula, instruction, and assessment to strengthen and transform teaching and student learning.
In EDTC 600:Foundations of Technology in Teaching and Learning, we explored principles of integrating technology to strengthen standards-based curricula, instruction, and assessment; selection of software and other technological materials; uses of technology for collaboration with school-related audiences; issues of digital equity and ethics; and strategies for using digital technology with special needs populations (UMUC, 2012). We had extensive discussion about digital equity and ethics. I assessed the educational value of and conducted an interview with a classroom teacher in order to examine how they utilize technology to improve student learning. I critiqued compared two lesson plans by determining whether they provide developmentally appropriate experiences for students that use technology to advance student learning; and created an informational classroom website at http://imbarnes.tripod.com/ (Barnes, 2007).
In EDTC 605: Teaching Information and Media Literacies in the Digital World, we explored the types of literacies required for teaching and learning in the K-12 schools, with an emphasis on digital information, media literacies, and digital citizenship across literacies (UMUC, 2012). I completed (1) three electronic resource evaluations that examined the content, strengths and weaknesses, suggested usage, and six important criteria (authority, design/usability, & accessibility); (2) research log and an annotated article review where explored the strengths & weaknesses its implication for educators; and (3) a unit lesson plan.
Analysis, Reflection, and Continuous Improvement:
Objective (2): The candidate engages in an ongoing process of reflection, re-planning, testing, and re-planning, testing, and refining for continuous improvement.
In EDTC 615: Using Technology for Instructional Improvement: Research, Data, and Best Practices, we focused on how research and assessment data are analyzed for their use in promoting student learning and technology integration. I completed a (1) MTTS Performance Data activity where I examined terms and processes that would aid in professional improvement; (2) Group Data Improvement Plan by collecting, summarizing, analyzing and applying assessment data to classroom improvement; (3) and conducted technology integration analysis.
Comprehension of literacy text is an important factor for comprehension and sequestering new information from a variety of text. Data analysis of assessments can be used to reflect student knowledge and can serve as a crucial asset to better gauge student comprehension.
Technology Integration: Objective (3): Use a range of technologies to communicate and collaborate with students, colleagues, parents, and other audiencies.
In EDTC 610: Web-Based Teaching and Learning: Design and Pedagogy. I examined the theory that informs Web-based education and the implementation of best pedagogical practices. We focused on developing the knowledge and skills to create multiple types of Web-based assignments and units for K-12 students using Web authoring software (UMUC, 2012). I completed a web-based lesson individually covering the water cycle entitled “Water, Water, Everywhere!” http://polaris.umuc.edu/~ibarnes/Project1WaterWaterEverywhere.html
I worked collaboratively to create an informational and instructional site at http://polaris.umuc.edu/~ibarnes/VygotskyLessonAndURLs.html, a unit lesson entitled “Brazil at a Glance”.
In EDTC 620 entitled Technology in K-12 Education: Synchronous, Asynchronous, and Multimedia Technologies I studied various technologies that can be used to assist teachers in strengthen instructional content delivery and K-12 student learning. Emphasis was on designing and developing instructionally effective visual materials and multimedia for incorporation into the classroom using Dreamweaver (web authoring software) and Fireworks. I constructed an ePortfolio http://polaris.umuc.edu/~ibarnes/edtc620/barnesePortfolio.html
Creativity, Innovativeness, and Adaptability:
Objective (4): Apply technology to meet the needs of a diverse school population.In EDTC 650: Teaching and Learning in K-12 Virtual Schools This course provided an introduction to K-12 distance education, including the policies and structures of K-12 virtual schools, teaching and course development strategies appropriate for K-12 online courses, and current issues involved in the K-12 virtual enterprise (UMUC, 2012). I completed a Virtual School Consultant project http://floridavirtualschoolcasestudy.yolasite.com I created virtual lesson http://edtc650virtuallessoncourse.wikispaces.com/Cell+Unit+Objectives to promote online student academic support and training.
Objective (5): Create multimedia and Web-based products that support instruction.
EDTC 625 entitled Hardware and Software in Instructional Development which is a study of the application of hardware and software programs in K-12 classroom and school settings. We explored the types of operating systems and networks commonly found in schools. I collaborated with my peers to create a blog where we were able to collaborate on group projects. I learned that the “moment to moment” publishing of this web 2.0 tool is most engaging and constructive.
Local, National, and Global Community:
Objective (6): Develop standards-based, technology-supported lessons that promote global perspectives.
In EDTC 645:Integration of Technology: Global Perspectives We explored the global perspectives on advancing K-12 student learning through technology. Investigation covers how schools design innovative units and programs that take full advantage of technology's ability to reach beyond national borders and promote global understanding and how various nations approach the challenge of technology integration in the schools (UMUC, 2012). http://edtc645multimediapresentation-isabel.yolasite.com , ttp://edtc645multimediapresentationiinewzealand.yolasite.com
Objective (7): Provide professional development for teachers and other educators including about integrating technology to promote student learning.
In EDTC 630: Administration of Technology Initiatives: Planning, Budgeting, and Evaluation we examined the administration of technology in K-12 school systems. The impact of technology in schools is explored from a variety of perspectives, including access, planning, budgeting, maintenance, and life cycle management at the classroom, school, and district levels. I completed a classroom technology plan (individual project) and a school technology plan (group project) helped understand the cost analysis and planning required in designing, purchasing, and implementing technology plans within a school and/or classroom. I write a grant proposal seeking public-private sector partnerships which is quite useful when I would need to seek funding for technology projects at the classroom/school/district level.
Leadership:
Objective (8): Lead and work with others to develop a vision for technology integration in schools, including designing technology plans and budgets, assuring access, and acquiring resources.
In EDTC 640: Leading Technology Change in Schools overview of the theories, approaches, and strategies that help teachers assume leadership roles in implementing technology change in K-12 schools were explored (UMUC, 2012) I created a school board presentation, a district technology training program (DTTP), and a technology-training seminar for delivery to colleagues at http://barnes4teachers.wikispaces.com/Home+Page.
Conclusion:
According to the 21st Century Skills Organization, teachers should incorporate internet usage, other technological tools and programs in their curriculum in a way that would enhance the student’s learning (p21, 2011). I think that it is imperative that I continue to obtain the necessary training to improve my understanding of technology and how it can be used to enhance student learning. As an educator and a parent, I understand the importance of helping our students not only learn subject matter, but to be equipped for being active participants and leaders of positive change in society. We have to ‘think outside the box’. We must consider that our students will ultimately be our future leaders of tomorrow. So in effect, we are making a considerable investment in their success and in the success of our society as a whole.
The UMUC MEd in Instructional Technology program has helped me open the doors of endless possibilities for effectively integrating technology in the classroom both synchronously and asynchronously. I see that the learning process can effectively happen beyond the “brick and mortar” setting. I have become comfortable with technology tools that are available today and have learned how to effectively utilize these tools to engage and advance student learning. I will continue to develop my own technology skills and professional skills in order to help other teachers recognize that they too can effectively use technology tools to prepare students with 21st Century Skills.
References:
Barnes, I. (Fall, 2007). UMUC EDTC 600: Classroom Website Project (unpublished). Retrieved from http://imbarnes.tripod.com/
Barnes, I (Fall, 2008). UMUC EDTC 610: Individual Web-based Lesson. Retrieved from http://polaris.umuc.edu/~ibarnes/Project1WaterWaterEverywhere.html
Barnes, I., Waddy, J. (Fall, 2008). UMUC EDTC 610: Group Web-based Lesson. Retrieved from http://polaris.umuc.edu/~ibarnes/VygotskyLessonAndURLs.html
Barnes, I ( Spring, 2009). UMUC EDTC 620: ePortfolio. Retrieve from http://polaris.umuc.edu/~ibarnes/edtc620/barnesePortfolio.html
Barnes, I (Fall, 2012). UMUC EDTC 640: Online Support Module Project. Retrieve from http://barnes4teachers.wikispaces.com/Home+Page.
Barnes, I (Spring, 2012). UMUC EDTC 650: School Consultant project. Retrieved from http://floridavirtualschoolcasestudy.yolasite.com ; Virtual Lesson. Retrieved from http://edtc650virtuallessoncourse.wikispaces.com/Cell+Unit+Objectives
Barnes, I (Spring, 2012). UMUC EDTC 645: Global Multimedia Presentations. Retrieved from http://edtc645multimediapresentation-isabel.yolasite.com; http://edtc645multimediapresentationiinewzealand.yolasite.com
Partnership for 21st Century Skills (2011). A Framework for 21st Century Learning. Retrieved from http://www.p21.org/overview
UMUC Department of Education (2012). Conceptual Framework: Teaching and Leading Beyond Boundaries.
UMUC Graduate Programs (2012). Master of Education in Instructional Technology. Retrieved from http://www.umuc.edu/grad/gradprograms/med.cfm
