Category: Module 1

I like both of these frameworks and can really visualize their application. ETEC 510 had me apply the SECTIONS framework, which I find a little more complex to apply, so here I will focus on two of the “Seven Principles for Good Practice in Undergraduate Education” which resonated the most with my own teaching practice.

Uses active learning techniques

In reading this section, I was reminded of the style of learning that was prevalent throughout my own elementary and secondary education. There was a heavy focus on reading (novels, texts, articles) and then spending hours answering comprehension questions and the odd critical thinking question. I became (like many) a pro at memorizing and regurgitating but not as adept at putting my knowledge into practice. I attribute this largely to the lack of active learning techniques. In my own teaching practice, I tend to look at what I am teaching and try to limit the as much as possible the amount of that kind of “seatwork”. In working with intermediate students, I have to keep their attention and interest (especially because I am the only teacher they are with all day). In doing group work, I ensure that all students are accountable and can’t just zone out by using self and group evaluations as well as specific individual tasks within the group setting. I will set up stations during certain subjects/themes and get students involved in their own learning rather than just learning from the sound of my voice.  In utilizing the principles of project based learning, students will create artifacts/exhibits for science/social studies/language arts projects that demonstrate and understanding of what they know through tangible displays rather than just through their writing. If a video is shown, critical thinking questions are asked; on field trips, students are required to collect information/artifacts in order to review the trip.

Respects diverse talents and ways of learning

In differentiating instruction for my students, I respect the fact that they are unique individuals with varying learning styles as well as individuals who possess different strengths and weaknesses.  I had a very diverse grade 4/5 class that had me making many adaptations to materials for accommodate learning styles.  When I was teaching I would, as much as possible, provide visuals to accompany written and verbal information. Working with students with autism spectrum disorder has certainly helped me understand the importance of visual learning for many students, with or without autism. I try to adhere to Bruner’s stages of representation when teaching by having enactive representation (action/”doing”-based), iconic representation (image-based), and symbolic representation (language-based). With summative projects and assignments, I give students the choice in delivery (ie. Podcast, portfolio, PowerPoint presentation, poster etc) because I know that students have preferences based on what they feel they are the most successful with. That isn’t to say there aren’t things I have everyone do, but most of the time, I do allow for that choice. I also “subscribe” to self-regulated learning (“SRL”) whereby the parameters of the classroom are defined as the ability of the teacher to incorporate complex tasks, self-assessment and give students choice with respect to their learning. Teachers that subscribe to an SRL environment also recognize that students will all learn at a different pace and therefore there is no pressure to assume that all learners will complete all of the same tasks at the same rate. I think that SRL is respectful of diverse ways of learning in a fashion similar to that of the Montessori philosophy.

Facilitate and inspire student learning and creativity?
and
Design and develop digital-age learning experiences and assessments?

I try to deliver subjects in the most exciting and relevant way possible. Technology has played a large role in this and by introducing Comic Life, Garageband, iMovie and podcasting to my students I have been able to inspire a level of creativity that I don’t know if I would have seen without the aid of technology. For instance, when doing reader’s theatre in grade 4/5 language arts, I had the students divide into groups with scripts based on a genre (ie. mystery, comedy etc.) and then create a podcast out of the script. In using the podcast as a vehicle for reader’s theatre, I allowed my students the opportunity to demonstrate their best oral language skills and their creative skills when selecting background music. This assignment was great for student learning because many elements were being targeted at once and those learners that may have been timid in standing up to read were much less inhibited when recording a podcast track. Additionally, students were able to add their podcast to their ePortfolio as a lasting display of their competency.

Model digital-age work and learning?

In wanting to encourage my students to use their computers for more than just playing games at home, I started a class webpage that served several purposes. A weekly blog communicated accomplishments and upcoming events to parents while categorized links provided homework helping aids, extension activities and educational resources to students. Additionally, assignments were posted in .doc or pdf files so that students and parents could access them at home.

Promote and model digital citizenship and responsibility?

This is definitely an area where there is a vast range of current practice and few “checks and balances”. In working with grade 4 and 5 students who have just discovered social networking sites (ie. Facebook and Twitter), I actually took the time to engage my students in a dialogue about safety when using these sites. I think that many students simply do not realize that status updates, photos, video etc. are public and can be used in ways that were not intended. I taught my students how to make their Facebook profiles restricted such that only their “friends” could view what they were posting.

I have also taken the time to teach students how to cite the source for the images that they take via google images for various projects.

Engage in professional growth and leadership?

Completing my MET certainly counts as professional growth but more importantly I do “impart my wisdom” on other teachers where it is warranted. I have to constantly remind myself that the technology that I deem “basic” – tools such as email, word processing, social bookmarking, etc. – is often akin to a foreign language to others. I try and show other teachers how to use these tools and make suggestions about technology that they can use to enhance the teaching and learning experience in their classrooms. Even though I consider myself very “techie”, I still take as many professional development opportunities as I can that relate to technology. Recent sessions include podcasting, SmartBoard technology and an assistive technology workshop.

We would also like you to reflect upon how you might inform your own learning goals in ETEC 565, in light of the competencies listed in the NETS.  How can ETEC 565 help you to become a digital-age teaching professional?  What are the key skills and approaches that you feel you need to develop to meet your goals? Look at the course schedule and the range of topics we’ll be exploring together and think about what areas are most important to your own goals in becoming a digital-age teaching professional.

I have several loosely defined goals that act as an umbrella for my MET courses. I think that ETEC 565 can be the most versatile course in terms of framing my different goals and enhancing my abilities as a digital-age teaching professional. I would like to :

–    develop my skills in using LMS technology so that I can confidently incorporate a centralized, digital course container rather than just importing technology into various assignments.
–    explore options for using technology as an assessment tool.
–    explore ways in which technology can be used as an organizational tool – both for students and teachers.
–    develop my skills in using collaborative learning tools within the classroom setting.
If I had to pick one higher level category from NETS to be my area of focus, I would choose “design and develop digital-age learning experiences and assessments”. By virtue of the title, this is an area that will certainly never be mastered as technology and the definition of “digital-age learning” will constantly be changing. I am hopeful that ETEC 565 can provide me with practical learning experiences that will make it more natural for me to design technological learning experiences for my students and additionally provide me with a better ideas about how to use technology as an assessment tool.