Module+1+Reflection


 * Reflection Prompt: ** How has your knowledge of technology standards changed after this module? Reflect on your own use of technology standards in your classroom and personal use.

**Description**
While working as a substitute teacher for the last four years, I had the chance to use SmartBoards on numerous occasions. Regular classroom teachers let me write notes, work out math problems, show PowerPoint presentations, and play videos. Earlier this spring, as I have stated on the course discussion boards, I started using the iPad to teach math (grades K-8) and reading (grades 3-12) to students at Sylvan. Sometimes middle school and high school students come to Sylvan seeking assistance with writing research papers. One of the activities that I completed during this module was introducing myself to the class using my webcam and posting the video to VoiceThread.

Impact
Before taking this course, I was not familiar with the ISTE National Educational Technology Standards for Students and Teachers that were described in our readings. I was aware of the state standards here in Ohio for technology teachers, but I had never looked at such a comprehensive list of specific learning outcomes and performance indicators that applied to all students and teachers. After reading the ISTE technology standards, I have a larger framework that will guide the decisions I make about learning about technology in the future.

The NETS-S standard for Communication and Collaboration states that students should be able to “communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.” I feel that SmartBoards are excellent instructional tools because they appeal to visual, auditory, and hands-on learners. Students are able to write on the SmartBoard in different colors and navigate websites by clicking on links on the screen. Teachers are able to display information using graphic organizers and play audio and video clips. However, the ways that I have used SmartBoards (and the ways that I have observed most teachers using it) are all ways of merely presenting information to students.

One of the specific learning outcomes under the NETS-S standard of Creativity and Expression states that students should be able to "create original words as a means of personal or group expression." Even though it took me about five times to get the webcam recording just right, I liked how VoiceThread would appeal to students who like to demonstrate their learning in different ways. Students can choose to post pictures, write comments, or record their thoughts as an audio clip or video recording.

One of the performance indicators under the NETS-T standard of Facilitate and Inspire Student Learning and Creativity states that teachers should “engage students in exploring real-world issues and solving authentic problems using digital tools and resources.” Even though I do not design the instruction or plan the skills that students are working on (since all students at Sylvan have their own individualized learning program), I can control how students engage themselves in learning the skills being presented on the iPad. On page two of the ISTE standards booklet, I read a quote from an article written by K. Bowes, A. D’Onofrio, and E. Marker found in a 2006 issue of Australasian Journal of Educational Technology. The quote states that “[teachers] are judged in terms of how much they know about instructional technology, the skills they use, and how well they apply their knowledge and skills.” Even though I am not currently working as a teacher in the classroom, reading this quote reminded me that I still need to stay up-to-date on current and emerging technologies that will benefit both students and educators. The NETS-T standard of Engage in Professional Growth and Leadership says that teachers should “improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community…”

While reading through the standards, I was struck by a line on the inside cover of the booklet that said "...teachers must be comfortable as co-learners with students..." I've always believed that as educators we should learn about our students, but it was a new idea to me that we should learn from our students. I had to remind myself that our students are using technology so much in their personal and social lives. Students are sending e-mail and instant messages, sharing digital photos and videos using social media sites, participating in online chats, blogging about their interests, and playing computer games. If students and teachers work together and have a shared vision, I believe that students can have rewarding learning experience that emphasize thinking and creativity. Teachers can effectively help students move ahead on our ever-changing global society and become the new leaders of the digital age.

Intent
I want to learn new ways to use SmartBoards that give students opportunities to interact with students at other schools, perhaps even other states or countries. For example, students in different classrooms could be working on the same project and communicate with each other using the video capability of the SmartBoard, sharing ideas about what they have learned. Students at different schools could also interact with each other using web conferencing systems, such as Elluminate. By engaging with learners of other cultures, students could develop a greater awareness of the world and our global society. If I have my own classroom in the future, I would like to be prepared with the knowledge of how to use SmartBoards as a tool for student collaboration, not just presenting information.

As a teacher at Sylvan, I can make learning more engaging and meaningful. By touching the “Show Answer” button during a Guided Practice exercise, students are given immediate feedback. I can use that feedback to either reinforce what students did well or reteach what students did not understand. When students are answering questions about a reading passage, I can ask students to highlight the parts in the text that support their answers. When teaching students the steps to doing a math problem, I can ask them how the new problem builds upon what they already know how to do. I can also teach students how they can apply that skill to solve real-world math problems. My goal is to help students make connections between what they are learning at Sylvan and what they are learning in their classroom at school. Using the iPad is just the means for delivering effective instruction. As a teacher, I still have to ask my students critical-thinking questions in order to achieve this goal.

One of the indicators under the NETS-T standard of Promote and Model Digital Citizenship and Responsibility states that teachers should “advocate, model and teach safe, ethical, and legal use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.” In addition to helping students organize their ideas and revise or proofread their reports, I can teach students how to identify accurate and appropriate Internet resources (such as websites ending with .edu or .org) and cite sources properly using an established format, such as MLA or APA style. I want students to use credible online resources (not just Wikipedia) when gathering facts and details to write their reports. These research skills will help prepare students to write reports not only for high school, but also for college.

After using VoiceThread for the first time, I would like to learn more about other digital tools that are designed to help students or educators share ideas or solve problems. I believe that when we use technology to collaborate or construct knowledge with our peers, we develop a much deeper perspective of our community, nation, and world.

While participating in this Masters program, I have the responsibility to learn from my colleagues by sharing ideas about discussion topics using Springboard. Also, I need to take time and explore the Internet to find online resources, such as blogs or journal articles, that give teachers ideas for integrating technology to improve student learning. I would also like to send e-mails to teachers at schools where I have worked as a substitute. I would ask those teachers what is working well and what is not working well in the area of classroom technology. Since I also have an interest in working in higher education, I would like to learn ways that technology is being used to help adult learners. I would also like to do some networking with current UA faculty/staff and discuss the specific technology and leadership skills that I would need to be successful in the higher education setting.