digichat

 

With much excitements and anxiety I logged on to the course site. I was anxious due to the fact I had read the course description and thought yes I will learn a lot of practical stuff that I will be able to use. I love this method of learning.

After the introductions I realized there were other persons in this course who had been in  the previous course I had done, it felt very well knowing that I had made contact with these individuals. It was motivating to read how others respond to persons they had met via the technology in courses prior to this. There were writings it’s good to see you again; mind you they weren’t using a camera or thing that would project an image of themselves to the others. It found comments like this a little bit funny.

 

Although I had done One ETEC course previously it did not fully prepared me for what to lie ahead.  My technology skills lay dormant my first post was entered in an area not specified so I had to take a second shot still I was motivated and my excited got in the way of me expressing myself about technology and teaching. It is my belief that if used effectively technology will help to motivate learners. I do not believe that technology will resolve all the problems relating to teaching and learning however with the frame work of Bates and Poole and Chickering and Gamson seven principles we can be guided to integrate technology with a fair level of success.

 

Of all the research and readings I have done for this course I will always remember Bates and Poole and Chickering and Gamson.  I have come to call on these four individuals very often in my studies and will continue to do so professionally.  The principles outlined in their work will remain useful for a long time.  I have found Bates and Poole SECTIONS model to easy to understand practical, versatile and when applied to the educational field very beneficial. I have used this frame work as a guide in defending, researching, and supporting the integration of technology and implementing programs in institution.

 

The arguments presented by these writers are not new but they have captured the essence in a profound way that makes it understandable to readers. Part of s reflections

The saying a man with a goal is like food with salt, this aptly describes my objectives for ETEC 565 as stated in my flight path e-portfolio assignment.  I have accomplished some of these goals and others of which are work in progress and still I have learnt many other skills, strategies and tools that were not stated in my flight path. Let me hasten to let you know that the end of this course does not signify  the end of learning in fact I am just warmed up to continue using the tools given to enhance my learning environment.

The tool kit, course readings, activities, discussion, group and peer activities and coaching all supported me learning, interacting and working towards my goals.  I have to date gotten the experience of exploring Moodle and experiment with writing a course and I also have attempted using WECT.  In addition I have also explored using digital stories, and creating learning communities.

I have hands-on experience of participating in the discussion forums, I have gained knowledge of hyper linking within the discussion forum how to create digital portfolios and lots much too numerous to write about just now.

I like the tool kit activities as they were detailed, very well explained, practical and interactive.  Working in the tool kit also provides practice and reinforcement for other assigned activities in the course.  These activities are excellent however; I think more time was needed for me to maximize its full potential.

The e-portfolio was another new experience for me.   When measured against Bates and Poole (2003) SECTIONS:

Student:  It allowed me to create, author, edit, link and use a host of other technological tools.  It was designed to facilitate students’ diverse talents, knowledge, culture, age and experiences.

Ease of use: After the initial use I found the interface easier to navigate. The design makes it easy to access and use.

Cost:  Free to students.  This is very good for students

Teaching and learning: Learning was definitely enhanced via the e-portfolio. Individuals were forced to as participation would improve their grades and knowledge and it also provide an avenue for students to show case their various skills, talents and knowledge not only in technology and web 2.0 tools but in other areas as well.

 

Interactivity:  Over the period healthy and active interactions among students and instructor and his assistant drive the process of the learning environment.  It was the interaction among students that was the fuel that blazed the discussions.  I looked forward to reading students comments, the sited readings and looking at the new links and things that students shared.  Comments via RSS feed and blogs provide the opportunity for more interaction and feedback.

Organization:  UBC word press did an excellent job in providing this source (e-portfolio)

Novelty:          It was my first time setting up an e- portfolio and I was excited about keeping my work in this fashion. Interacting in the e-portfolio also gives me the chance to explore new technological tools.  The excitement of viewing others e-portfolio helped me to ensure that mine was on par.

Speed: working in word press was relatively easy

Application to education

For the upcoming semester it is my goal to integrate technological tools including web 2.0 tools in my classes. 

1.      Some other goals I have included:

2.      Using a blended approach to teaching at least one course

3.      Integrate web2.0 tools and video tapings as part of methodology in education

4.      Generate video and digital stories for educational purposes

5.      To share what I have learn from this program with the institution in which I work, also with colleagues, and students.

I will be recommending this course due to the fact that it has an excellent stage for individuals desiring to learn and integrate technology in their educational practices.

 

 

Anderson, T. (n.d). Teaching in an online learning context. Theory and practice of online learning, 344 -365.

Bates & Poole., (2003). “Framework for selecting and Using Technology.” In Effective Teaching with Technology. San Francisco:Jessey-Bassy.

Synchronous/Asynchrounous

Gibbs, G. and Simpson, C. (2005). “Conditions under which assessment supports students’ learning.” Learning and Teaching in Higher Education Accessed online 11 March 2009 http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf.