1-2 paragraph précis of your flight path (5)
When I originally set out in ETEC 565, I recognized that I had hoped to learn much about the five areas of the course, particularly about how to create an effective LMS and how to use social software so that it appeals to both my teaching style and diverse learning styles. I recognized that Bates and Poole’s (2003) SECTIONS framework as well as Chickering and Gamson’s (1987) Seven Principles…. were both relevant frameworks that when duly applied, grounded the selection and use of learning technologies in effective practice. I noted that I could see how multimedia could be used in order to “respect diverse talents and ways of learning” but that I was unclear of how exactly to achieve this (Chickering and Gamson, 1987). I also recognized that social media and newer, user friendly communication tools have made the “I” in SECTIONS (Interactivity) much more tangible in today’s learning environments.
In looking at my flight path, I can see that I was framing LMS, multimedia, assessment tools, communication tools and social software as individual operations. I now see that really, there is much overlap and instructors should be aware of the interconnectedness of these five elements when selecting and using technology. I originally stated that my goals for this course were to learn about how to select appropriate learning technologies and how to use technology as part of communication and assessment within the classroom. In reflecting on these goals, I would say that I have certainly learned a great deal about both, particularly about how to select appropriate learning technologies.
Reflection on your eLearning toolkit experience overall (5)
The eLearning toolkit was a helpful inclusion in this course. I admit, there were some components that I found repetitive because of my existing knowledge (wikis, web design and html authoring), but overall the toolkit was not a burden or a hard assignment. Rather, it was a helpful tool that could be accessed at any time and provided great links and examples. I enjoy self-regulated learning experiences and as such, the toolkit was something that I could navigate at my own pace and customize to my existing knowledge structures. I found the social software activity to be the most thought provoking because it had me looking at terms of service and really thinking about how that affects both my own practice and the experience of my students.
Apply SECTIONS model to self-assess your portfolio, where applicable (5)
Bates and Poole’s (2003) SECTIONS – application to my LMS
Students – My students are middle school aged (grade 7) and as such, my LMS is a balance between “kid friendly” and adolescent appropriate resources and activities. The LMS also shows as awareness that grade 7 students need to be kept engaged by appealing to their interests, hence, the Facebook style activity, podcast assignment and Google Earth assignment. All are assignments that could have been presented in a more traditional way (such as a report or illustration) but these students require something that will keep them interested in their learning and allow them to use some of the tools that they already use for personal purposes.
Ease of Use – As the instructor, I found Moodle to be relatively easy to use. My students would certainly be able to handle the technology but at the same time, very specific instructions are given so that students have clear step by step instructions regarding how to proceed. Moodle is becoming a common open source tool and I am confident that it is reliable.
Cost – As open source software, Moodle is free and no other costs were incurred in the making of this course. Tools used – Google Earth, CMap Tools, Garageband, iTunes – are all either free downloads or come with Mac computers (which students will be given access to for Garageband).
Teaching and learning – Students need to be able to learn the basics about ancient civilizations while at the same time be able to assimilate existing knowledge and have access to extensions. A constructivist learning approach is something that I (and my LMS) subscribe to and while there are direct resources I created with text, there are also links to my sources and further information. As grade 7 is a pivotal grade for easing students from an elementary to secondary style of schooling, higher thinking questions are given for discussion that require students to go beyond the resources of the LMS.
Interactivity – The LMS enables students to interact with the teacher (via chat) and other students (via entire class discussion forums as well as small group discussion forums). Additionally, students are required to complete individual assignments to be viewed by the teacher only, individual assignments to be posted for all to see and group assignments to be posted for all to see.
Organizational issues – N/A
Novelty – Neither Moodle nor any of the embedded programs are brand new. All technology being utilized is well used and constantly updated to continue improved functioning.
Speed – Materials can be changed instantly by the instructor and students that do not have required programs downloaded can download them in a matter of minutes.
Describe next steps for you, in terms of your practice in educational technology (5)
As a K-12 teacher, I have found ETEC 565 to be the most useful course of my MET program so far. I will continue to apply the SECTIONS framework when I prepare technological teaching and learning activities. I think that I will be able to better analyze educational technologies and make recommendations for my own practice and the practice of others. As a result of my learning and experience here, I will be using an LMS in my classroom. My short term goal is to be able to use Moodle for one course and long term, expand its use to other classes. I also hope to utilize social software more with my students in order to appeal to their interests and make academic connections to these programs. I am hopeful that the selection and use of educational technology will become more a natural process akin to how I would plan for teaching without technology. Already, I have SECTIONS memorized and can call upon it instinctually when thinking about educational technology so I hope that this will continue and become a natural part of my practice.
References
Bates, A.W. & Poole, G. (2003). Chapter 4: a Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey Bass Publishers.
Chickering, A.W. and Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. American Association for Higher Education Bulletin, 39 (7), p. 3-7.