The Instructional Technology and Information Management (EDTC 6536) has done wonders for bringing my understandings and practice of educational technology closer towards my pedagogical beliefs. I firmly believe that technological literacy has a place in the teaching and learning occurring in our schools (Brown and Adler, 2008). By continuing the slow user growth in education we are limiting the power to connect and engage our students. I now understand just how important technological literacy is to the future of my students and know I must practice what I believe in by making it come to life.

For many teachers, myself included, this means having to overcome barriers and lack of understanding to find strategies and methods that work (Bogle. 2008). Prior to being an online student I did not feel strongly that technologies in the classroom could create strong and community centered environments. This course has definitely influenced that opinion by introducing me to technology that works with curriculum to build collaborative energizing learning environments.

I also feel strongly in connection between the social nature of learning and possibilities that are available to exploit that through social technologies (Brown and Adler, 2008).  Students are entering into our classrooms well versed in technology, yet a disparity still remains in our classrooms. While society becomes every technologically progressive, our classrooms struggle to integrate technology and connect it with learning (Bacer, 2009). Many of these obstacles such as availability can be easily overcome as many of these technologies operate online as flexible, non- immediate methods of learning and reflection.

I know that my own practice of technology was a far cry from my understanding at that time of the importance of technology. I have since moved past the simple understanding into a clearer picture of what I am capable of and a path on how to achieve that. I have come to the realization that in order to reach my students I need to find mediation between my curriculum, my instruction, and the use of technology. I need to use technology to reinforce my existing practices and beliefs. Students understand and crave opportunities to use technology. I need to give them “time to learn, prepare, and experiment” with technologies that connect learning and experience (Sandholtz and Reilly, 2004).

My future as an educator and user of technology in my classroom holds a lot of promise. The web 2.0 technologies such as wikis, blogging, and voicethreads will be a part of my instruction and learning environment. I choose these three because each offers a reflective, human component (Bacer, 2009). These three offer an opportunity for my future students and me to connect with one another by building a community that collaborates and explores and in doing so learns (Bogle, 2008).

            Web 2.0 technologies also offer the possibilities for my professional development as well. In creating my Technology Tip presentation on Wikis through Wikispaces I could see the potential future use for professional learning communities. The use of a Wiki would allow for deeper collaboration and flexibility for these types of communities.

            I understand much more now about the multifaceted nature of technology and that for this reason its fits well in education as education is also very multifaceted. This course has opened my eyes to how I may better approach this dynamic, thus leaving me much more than “somewhat well prepared” to use technology in my classroom (Ertmer, 2005).

References

Bacer, K.  (May, 2009).  Utilizing Auditory and visual tools to engage the 21^st century eLearner. 

Bogle, M.  (March 2008).  Bridging the Divide: Facilitating the exploration of emerging technologies that support innovative learning and teaching.

Brown, J.S. and Adler, R.P.  (2008).  Minds on Fire: Open education, the long tail, and learning 2.0.  Educause review.  Vol, 43, No.1.

Ertmer, P.A. (2005) Teacher Pedagogical Beliefs: The final frontier in our quest for technology integration.  Educational Technology Research and Development.  Vol, 53, No.4, pp. 25-39 ISSN 1042-1629

Sandholtz, J.H. and Reilly, B.  (March, 2004).  Teachers, Not Technicians: Rethinking technical expectations for teachers.  Teachers College Record.  Vol, 106, No.3, pp. 487-512

http://www.screencast.com/t/Yzk4YWE4ZmY

Here is a handout for the Wiki project

The other day working on the final project for my Instructional Technology course I worked from a script about Wikis demonstrating how the site Wikispaces works. Using Jing, I probably did close to a hundred takes of my presentation, not quite getting it right. This enabled me to be very comfortable using Jing which is one of the bonuses in using technology frequently. However, after doing an absolutely perfect take and previewing it (something I had not done until that point) did I realize that my audio did not work.

The lesson learned here friends is check to make sure the important points of the technology works. It will make the practice go that much better.

            I had never before paused to consider technology as anything other than a form of content to use with my students. Learning about instructional technology has really opened my eyes to see how deeply we must understand our personal elements on technology so we can produce better instruction. We must really consider our understandings of technology, beliefs in it, abilities to use it, and so forth to grow as educators and to enrich our students.

            Below are some links associated with TPACK. I’ve chosen these links to provide a range of information on the topic in the hopes of helping myself and others develop a more full understanding of how it can lead to transformative teaching and learning.

Links of Interest

Here is a link to the TPACK website that Koehler and Mishra are part of. I found it informative in a much more concise manner than our article. www.tpack.org

This is a link to Koehler’s TPACK newsletter installment. I took the time to read through a few of the newsletters topics. It proved to be some good off-shoots on the topic of developing and understanding TPACK as a professional. http://mkoehler.educ.msu.edu/topics/tpack-newsletter-3/

Reference

Harris, J., Mishra, P., and Koehler, M.  (2009).  Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum- based Technology Integration Reframed. Journal of Research on Technology in Education.  International Society for Technology in Education

TPACK. Retrieved on November 29, 2009 from www.tpack.org.

TPACK Newsletter #3.  (2009).  Retrieved on November 29, 2009 from http://mkoehler.educ.msu.edu/topics/tpack-newsletter-3/

Digital technology is in a very real way a topic that will and or does affect many educators on a daily basis. Technology has so inundated our everyday lives, both in and outside school walls, that it’s correct and consciences use must be considered and taught alongside its use. What this article and many like it emphasize is our role in shaping student’s perceptions of their place in the digital world.

I found the suggestions in Ribble and Bailey’s article very helpful. In the references is an excellent site that links to a discussion on the Nine Elements of Digital Citizenship. The nine elements that the site outlines I thought augments some of what Ribble and Bailey’s discussion on digital citizenship in the classroom.

Also within the references is another link within this site to an article on texting which is a hot topic these days. The article is titled: Text Unto Others. . . As You Would Have them Text Unto You. It reiterated and strengthened my opinions on citizenship in technology being an important lesson in its own right as well as it being a teacher’s obligation to do so.

This type of citizenship is important because it broadens a students understanding of not simply what is appropriate, but what is important to know about being an online citizen. The Text Unto Others article mentions a website called Digizen.org. Digizen offers information on cyberbulling, social networking and other digital issues that are relevant to teachers.

Specifically though, the site centers its efforts on online responsibility and guiding students through it. The site reads, “Digital citizenship isn’t just about recognizing and dealing with online hazards,”. “It’s about building safe spaces and communities, [having students] understand how to manage personal information, and about being internet savvy– using your online presence to grow and shape your world in a safe, creative way, and inspiring others to do the same.”

The Texting article closed its discussion by suggesting that we as teachers have an impact, not simply a responsibility. By passing on solid and healthy technology practices we can begin a train of good practice and eventually good habits. I think is a great place to start from.

References

Digital Citizenship: Using technology appropriately Retrieved on November 22, 2009 from http://www.digitalcitizenship.net/Nine_Elements.html

Digizen.org.  (2007).  Retreived on November 21, 2009 from Digizen.org.  Childnet International

Ribble, M., Bailey, G., & Ross, T. (2004). Digital Citizenship: Addressing Appropriate Technology Behavior. Learning and Leading with Technology , 6-11.

Text Unto Others… As You Would Have Them Text Unto You. (September 2008). 

Retrieved on November 22, 2009 from http://thejournal.com/articles/2008/09/01/text-unto-others-as-you-would-have-them-text-unto-you.aspx

I read an article this week titled, All I really need to know (about creative thinking) I learned (by studying how children learn) in Kindergarten by Mitchel Resnick.   It detailed a common cycle of learning in Kindergarten; imagine, create, play, share, reflect and imagine. The most influential portion of it for me was how simple this cycle was in and of itself and how easy it fits into any model you want it to.

The articles basis was applying the cycle to the use of technology in the classroom. Let’s face it; technology has massive potential to develop creativity in a variety of different areas. The possibilities are nearly endless. How many of us use it that way though? Many technological software and media are perfect for integrating technology in other content areas in ways that allow kids to be creative, develop their imaginations, and play with one another, all within a framework of learning.

My familiarity is with third graders, so overall not much older than kindergartners, but much more independent. I think that a more nurturing and informal approach to many of our content areas would go much further in helping kids learn. The ‘kindergarten cycle’ is somewhat of a central piece to this informal and creative way to approach learning. It can apply to all content areas as well as crossing content.

Reference

Resnick, M.  (n.d.).  All I really need to know (about creative thinking) I learned (by studying how children learn) in Kindergarten.

The advent of technology in the classroom is fairly new to education. My own remembrance of technology in school was not until the mid 1990’s. The newness factor to education combined with the fast paced growth of the technological industry makes using technology in the classroom a new frontier of sorts where many of us are simply trying to find a place to start.

While I agree with her perceptions of teacher’s beliefs and the actuality of being somewhat well prepared to use technology I disagree with her perception that there is an unwillingness to change. I think that many of us are willing to use technology and may in fact be well prepared to use it, but are struggling to find a means to incorporate it effectively and meaningfully. We are looking for that starting point.

For those of you who are interested to further your understanding on connecting beliefs to practice where technology is concerned, I have included this link for you. The article is titled, Microlessons in teacher education: Examining pre-service teachers’ pedagogical beliefs by Cher Ping Lim and Bee Choo Chan. The article suggestions  to aligning long held traditional pedagogy with more constructivist approaches to technology and instruction.

Lim, C.P. and Chan, B.C.  (2005).  Microlessons in teacher education: Examining pre-service   teachers’ pedagogical beliefs.  Computers & Education. Volume 48, Issue 3, Pages 474-494. Retrieved on November 7^th, 2009 from  http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4G4PBP3-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&_docanchor=&view=c&_search            StrId=1085264402&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersio            n=0&_userid=10&md5=017ee66efe6ab65da78833e987a3d615        

Ertmer, P.A.  (2005).  Teacher Pedagogical Beliefs: The final frontier in our quest for technology integration.  Educational Technology Research & Development.  Vol. 53, No.4. pp.25-39 ISSN 1042-1629

The practice of individualism as teachers is holding us back from better teaching and better learning. If we simply opened ourselves up to the possibilities of working with other educators we would find creativity, support, and higher levels of success.  This thought can extend through ever facet and content of education.

            The Instructional Technology course I have been taking this term has been especially enlightening on the topics of collaboration and communication. Our reading and conversations have extended to include just how teachers can find support through technology and for technology to better themselves and their students learning.

            This week the topic was wiki’s. My own personal use with them is limited and my professional experience with them is non-existent. However, I see that the social forum and connections that a wiki embodies can have wonderful and very appropriate uses. I am contented to learn some form of technology that I can readily imagine myself using with my students and also with fellow educators. Wiki’s can help me connect as well as allowing my students how to learn to connect with one another through technology thus potentially creating a culture of learning (Ruth and Houghton, 2009).

Ruth, A. and Houghton, L.  (2009).  The wiki way of learning. Australasian Journal of Educational Technology.  25(2), 135-152.

Here are some sites I researched to help those in Elementary education work through the wiki maze.

http://www.teachersfirst.com/content/wiki/wikiideas1.cfm

http://elementarywikis.pbworks.com/Examples-of-Elementary-Wikis

http://teachweb2.blogspot.com/2007/08/elementary-wiki-ideas.html

http://k12onlineconference.org/?p=38

The concept though of close collaborative groups still proves to be somewhat of anomaly at all levels of education. The reasons for this in a profession that relies on communication and relationships are many, but easily overcome. Any kind communication and collaboration is initially difficult to implement, but the results can be immediate and profound. “The developing collegial connections pathway that improves working relations among professional staff while also developing joint work related to improving teaching and learning” (Copeland, 2006).Any type of collaborative efforts also leads to greater success for the students.

Teachers do not have to be alone. A feeling of separateness and mentality of the individual does nothing to improve learning for the student or even for the teacher. The continuation of teachers working alone means there are teachers continuing to use staple lessons over and over and who never break their comfort zone. On the flip-side there are also teachers who are learning and sharing new information. There then is the cause of a divide that it ever widening in education; those that share and grow and those who remain the individual and alone.

I feel an example of how teacher collaboration can reduce the divide amongst teachers is necessary. The example of using technology in schools is an excellent one for this discussion. Not only are some educators not discussing and developing traditional curriculum subjects, there are individuals struggling to use and incorporate technology in the classroom (Bogle, n.d.).

We live and work in a highly technological world. So do our students. They are coming to schools with greater perception technologies power and greater skill in using it. Technology has almost become a new form of literacy that we must pass on to our students. Given this new front in education the divide between teachers able to use technology to engage students and enrich the learning and those who cannot is growing.

The example of technology and the divide between teachers who use it is an excellent reminder that through collaborative efforts teachers can improve their own teaching and improve the learning of others.

Bogle, M.  (n.d.).  Bridging the Divide: Facilitating the exploration of emerging technologies that support innovative learning and teaching. 

Copeland, M.A. and Knapp, M.S.  (2006).  Appendix: Pathways to Learning.  Connecting Leadership with Learning; A Framework for Reflection, Planning, and Action.  (pp. 201-258)  Alexandria, Virginia: Association for Supervision and Curriculum Development.

Kathleen Bacer in her article Utilizing auditory and visual tools to engage the 21^st century elearner, states that “Critical to any teaching/learning environment is the ability to engage and connect the learner not only to the content, but also to the instructor and other learners”.  This is no more than the simple truth.

For many teachers the use of technology in the classroom is solely limited to computers and overhead projection. Modern technology like voice thread, blogs, video conferencing and other software media are opening up a whole new medium for instruction and learning. The types of possibilities are endless, but as of yet fairly unchartered.  I can see for many teachers the prospect of learning and integrating these technologies as daunting. If however we can push through the initial struggles for resources and training the benefits will exponential.

The use of technology in instruction presents public education with the capacity to expand its reach, enrich its focus, and better prepare students for a smaller global sphere. John Brown and Richard Adler in their article, Minds on Fire (2008), are correct when they suggest that the traditional Cartesian model of instruction and learning is not and will not suffice in preparing students to participate in the world at large.

Our culture and the world as a whole has become so technologically based and operated. Students are having more exposure to the internet, chat forums, and web searching than in previous years. Technology when used within appropriate confines of the school can then build on student’s awareness and skill. It is my belief that schools need to acknowledge this and help prepare students within the contexts of curriculums and instruction to develop technology prowess.

Naturally then, I also agree that harnessing the internet contains power to socially connect and expand learning.  The types of change and preparation that this type of education requires though will be slow moving. It also challenges those long held beliefs and approaches to curriculum, instruction, and assessment.

The good news however is those beliefs and approaches do not need to be removed. By implementing technological literacy into classrooms traditional methods are augmented. They can reach more students who hail from a much more technological generations than we were raised, thus becoming more effective means of learning.

Brown, J.S. and Adler, R.P.  (January/ February, 2008).  Minds on Fire: Open Education, the long tail, and learning 2.0.  Educause Review, Vol. 43, No. 1