This paper discusses my ranking of the 8 Program Learning Outcomes in order of importance to my career as a classroom teacher. Also included is a brief discussion of my efforts to demonstrate the knowledge, skills, and understanding of the concepts related to teaching and learning using technology. Design and implementation challenges experienced during the final creation of a MATLT ePortfolio are detailed, as well as how they were overcome.
Using technology embedded lessons is the most effective tool in a classroom today, but using technology for the sake of adding the use of a website does not equate to knowledge attainment. According to McManis and Gunnewig (2012) the most curtail need identified for educators of young children are gaining the knowledge and skills to select and use technology in appropriate ways that meet the student’s needs. Technology used, must be developmentally appropriate and responsive to the age equivalent interest of the students. Taking in consideration the relevance, quality, appropriateness, and simplicity in regards to content are highly prioritized on a list of importance when using technology in a classroom setting. Therefore, the Program Learning Outcome that ranks the top of the list for elementary educators are Program Learning Outcome 2, “demonstrate knowledge and skill in current and emerging instructional technologies” and Program Learning Outcome 3, “design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners”. Additionally, in order for an educator to successfully design and deliver an appropriate learning experience, proficiency in demonstrating Program Learning Outcome 1, “demonstrate knowledge and skills related to learning using technology” should be met. PLO’s 1-3 are all linked together when planning, preparing, and delivering a technology enriched instruction to a classroom of young children.
Program Learning Outcome 6, “evaluating technology resources to facilitate effective assessment and evaluation” and Program Learning Outcome 7, “utilize technology to collect and analyze data, interpret results, and communicate findings” in conjunction make the next ranking on the list of importance to elementary educators. Students given a program reading inventory assessment generates fluency, spelling, word recall, reading level and phonetic awareness data that is disaggregated and delivered in reports that educators can then take and design a reading program that best meets each individual student’s needs. The student’s achievement data becomes a valuable piece of information for educators in the decision of technology that will tailor instructional practice lessons for each student. Reading and Math programs are designed to pinpoint a user’s needs and guide them through instructional lessons that meet the needs of each student. In addition “students learn best when they have frequent practice followed by immediate and accurate feedback” (Newby et al., 2011, p 26).
Program Learning Outcome 4, “apply research to support learning in a technology-enhanced environment” ranks next on the list of importance to elementary educators. Educators and administrators are expected to seek out new technologies and proven best practices using technologies for use in classrooms. In doing so, support for Program Learning Outcome 8, “demonstrate the ability to make informed decisions regarding the use of technology in support of learning and leadership” goes hand in hand with Program Learning Outcome 4. Making informed decision supported by research and investigations regarding technologies utilized in the classroom are not taken lightly. The new technologies and applications found are then taken back to the first three Program Learning Outcomes in the list to identify their appropriateness.
This Master’s program has given me the confidence in researching and sharing new technologies by informing me more about the various programs, technology tools, and instructional designs. Through my experiences in the principles of instructional design and technology integration I have learned, I have become a confident leader who has the skills to support individuals or teams in design and program implementation in my district.
Ranking last in the list of importance to elementary educators is Program Learning Outcome 5, “exemplify ethical practices of technology usage”. Although I feel very strongly about the ethical practices of technology usage, I feel that for the age group I teach, this would not be an issue at this point. Elementary students do spend time on the Internet in classrooms; however, the options available to the students is very limited and highly monitored so that there is absolutely no “comingling” with the outside world, during school hours.
The challenges I faced in creating the final ePotfolio for this course were:
1. Which site should I use to create an ePortfolio.
2. Web page set up and design choices.
3. The process of transferring redesign activities onto the ePortfolio web page.
1. Which site should I use to create an ePortfolio.
2. Web page set up and design choices.
3. The process of transferring redesign activities onto the ePortfolio web page.
I had never done an ePortfolio before and have had very limited experience with different hosting sites. I browsed through the options listed in the weekly guidance and was not instantly drawn to one. I then did a bit of research online and looked at several options, but chose Blogger in the end because of the familiarity with design options and basic theme choices. Youtube hosting a plethora of tutoring video played a major factor in my choice as well.
The next challenge was web page design. This may not seem like a big deal, but I am never satisfied with the options I ultimately choose. At the moment I have chosen a brown theme; however, I am not completely satisfied with the “darkness” the overall web page reflects. The author’s purpose in this instance is to showcase program works that show my understanding of the program’s outcomes. My intent in choosing brown was simply that it is my favorite color, but if a dark color brings down the mood tone of the page, it defeats the purpose of the web page.
Lastly, I had a very difficult time with the “copy and paste” options when moving my written work to the web page. I never figured out why I was having such a difficult time, but at the last minute I choose to retype each assignment into the pages section of the web page. This took the majority of two days, as other features of Blogger were not cooperating as well. For example, I was unable to correctly center the Program Outcome’s table on the main page. The table sits just to the left of the screen and will not move to the center position, no matter how many times I recreate the table and past into the edit box. Overall, I am happy with the layout of my page. Fun redesigns and my introduction across the top, with course content in the sidebar.
In conclusion, this has been a wonderfully rewarding experience that has enriched my knowledge base in regards to educational technology and its usage. Many of the design activities made were made as I was using them in the classroom and passed along to my teammates as well. As our classwork comes to an end, I will continue to seek out new technologies that can be used in my classroom or passed along to another educator. I now embark on yet another chapter in my professional life as a leader in Teaching and Learning using Technology.
References
McManis, L. D. & Gunnewig, S. B. (2012). Finding the education in educational
Technology with early leaners. National Association for Young Children.
YC0512.pdf
Newby, T., Stepich, D., Lehman, J. & Ottenbreit-Leftwich, A.. (2011). Educational
Technology for Teaching and Learning (4th ed.). Pearson Learning Solution
Boston, MA: Pearson
No comments:
Post a Comment