My grandfather was a teacher, my mother is a teacher, and I became a teacher. My path to teaching was well worn and fairly free of obstacles, except for those placed there by myself.  Despite getting into a competitive, concurrent education program right out of high school, I passed this opportunity over in favour of a trip to the west coast and a stab at pure science. I didn’t last in Microbiology and I missed the excitement of working with people. Three summers at my university’s science camp cemented my desire to return to the original plan, education, and introduced me to many new aspects of technology. I learned about computer programmed Lego (Lego Dacta) and about MUD’s. Mostly I learned that all that tech stuff was really fun to play with (now I call that ‘engaging’), fun to share with my friends (now I call that ‘collaborative’) and well worth my time (now I call that ‘relevant’.)

Although my interest was always there, I didn’t have the skills to access a lot of technology in a broad and/or comprehensive manner. Now that I have moved through most parts of the MET program, I see so many opportunities for the use of technology in the classroom. But still, because I haven’t been in a classroom for the bulk of my coursework, I haven’t had the chance to test out all the ideas that seem worthwhile.

My goals within ETEC565A are connected to the elements that are to be explored within the course.

As this course relates to the Selection of technologies, I hope to locate frameworks and criteria that help to match the specific skills and abilities of my students with technologies most suitable and appropriate for their learning outcomes. More specifically, what types of technology should I use once I come to understand the strengths and challenges of the students that I teach?

As this course relates to the Design of technologies, I am curious to understand the intersection between Inquiry Based Learning (IBL) and Learning Management Systems. As Bates  (2014) notes, “we need design models for teaching that are light and nimble” (p. 104). While most LMS-based courses seemed to be prepared entirely before learning begins, how can I maximize (and which aspects of an LMS needs to be maximized) to support IBL?

Finally, as this course relates to the Application of technologies, I want to become more flexible in my understanding of how learning technologies can enhance learning. How do we use technology to create space for learning? How can we best use technology in a way that is not about the technology, but about the learning?

Given that we are a GAFE school board, the skills that I most would like to improve during the next twelve weeks include greater facility with the broad offerings of Google apps and other plugins available. Additionally, I have become aware of a mad pile of Learning Management Systems and through regular play in the sandbox of each one, I hope to gain a sense of the strengths and merits afforded by different digital environments. I know that the students I teach and the families with whom I interact typically would not expect a thorough, blended learning opportunity. But if I can offer them something new, novel, and empowering, it is my hope to do so.

Next year, as a Grade 5 classroom teacher, I intend to create more opportunities for both my students and I to incorporate the digital tools that surround us for learning and for representing our learning. Additionally, if this is the place for making broad claims, I would like to become a Google Educator (then Trainer? then Certified Teacher?)  But one step at time people, one step at a time. On to Assignment 1.