Synthesis
Précis of my flight path
Our educational system is rapidly changing to the use of technology as the main tool of delivery. Furthermore our society and students are fully aware of the technological capabilities that are now available. In order to keep our classrooms abreast with this technological era and readily attractive to students, teachers and lecturers need to constantly upgrade their technological knowledge and skills by attending short courses or workshops on technology in education. In light of this, I have mentioned in my flight path that I look forward to becoming more competent in the use of technology in my classes and to assisting my colleagues in the use of technology in their classrooms. Furthermore, I hope to learn how to effectively and efficiently integrate technology into my teaching at the tertiary level. Having been exposed to free software in mathematics and physics, I still believe that there are several things that I need to learn in order to become competent in the use of technology in my classes. After I was exposed to Jonassen, Carr & Yueh’s (1998) article entitled “Computer as Mindstools for Engaging the Learner in Critical Thinking”, I was convinced that I needed to know far more about technology integration in my lessons.
After perusing this course outline, I became anxious to use the various educational tools highlighted. I particularly looked forward to effectively using MOODLE, online communication tools, Java script, macromedia and multimedia. Having been introduced to MOODLE, macromedia and HTML coding, I am eager to become competent in these areas so that I can adequately help my colleagues. Furthermore, I want to learn more about good assessment tools that allow for quality self and peer assessments and explore various features of MOODLE.
Reflection on my eLearning toolkit experience overall
Given my incompetence at the start of the course in the use of several of the eLearning tools, I was quite nervous at first about how I would cope with the work. The major fear I had was whether the amount time available to me would enable me to adequately learn the various tools that will be tested in this course such as the digital story and the development of the LMS course. I knew that competence in the use of the various tools and passing this course with an excellent grade were equally important to me and I wanted to achieve both. However, my fears were gradually allayed when I found out that section C of the course 565 had students with high levels of experience in the use of the various tools in the toolkit, and that these students were unselfish and eager to share their knowledge with those who were experiencing challenges using the toolkit. In cases where they could not help, they made referred those of us who were less competent to YouTube videos or other resources that would assist us. There were lively and on-going discussions on the use of various tools in the toolkit and solutions to challenges that constantly presented themselves. This helpfulness of the persons in Section C of 565 definitely assisted me in understanding the tools and motivated me to do well.
In creating the digital story which was one of one of our assignments for this course, I had to investigate various online applications to assist me in producing my story. I searched these two websites: http://www.fairfieldschools.org/wardehs/cwardehs03/web2-0.htm and Alan Levine’s http://cogdogroo.wikispaces.com/StoryTools. They provided me with a list of online resources I could use to create my digital story. However after many days of mental struggles over the theme of my story I decided to use Toondoo to create a story on projectile motion. At first, I thought of using pictures that I took in St. Lucia to develop a story but I was unable to decide on the plot, hence I resorted to the story on ‘projectile motion in sport’. After several days of changing the scripts of my story, I finally decided on the scene I would use. Although, I believe that the story was creative and could be very useful in the teaching of physics and physical education, I think if I had decided on the theme of my story earlier it could have been better presented. After looking back on digital story and perusing the lecturer’s comment, I realised that I could have done more to my story. However, I am satisfied with the attempt made in producing the digital story.
The tool in the toolkit that gave me the most challenge was Moodle. I thought it would be easy to develop a course using the Moodle platform since I was introduced to it approximately four years ago. But to my surprise, that was not the case. I spent many sleepless nights trying to understanding the features of Moodle and did countless searches on the Google and Bling search engines for assistance in using the various features of Moodle. I particularly found out that creating splashing pages was not an easy task. However after several searches on the on the Google and Bling search engines, I finally discovered how to effectively create splashing pages. I was also puzzled by the method to create several hyperlinks from a Moodle page to other pages. I tried to create several hyperlinks from a Moodle page to other pages but was unable to do so. However I later found out that I needed to change my internet explorer from explorer 8 to explorer 7. After I did this, creating my splashing pages was quite easy.
In my opinion I think the toolkit is practical and useful to teachers at all levels. Having been exposed to toolkit I am convinced that we can do more for our students in the Caribbean with the use of technology. In the Caribbean, students’ performances in Mathematics, Physics, Chemistry and Biology are very poor. I believe through the use of the eLearning toolkit, teachers we can improve students’ performance.
Reflection on my overall ETEC565 experience
The course was very informative. It facilitated well my learning of various technologies that will enable me to be more effective and efficient in the teaching of my specialist areas, Physics and Mathematics. In addition it will enable me to adequately assist my colleagues in Jamaica as well as the wider Caribbean to present learning material through the use of technology in more effective way.
My knowledge of LMS has immensely increased and my ability to creatively employ the use of Moodle and Vista to host online courses has significantly improved. This was due to the tutorial and workshop that was made available to us to actively practice the use of Vista. Having to create an online course on a Moodle platform fostered investigatory skills among us students and generated a learning station that fuelled the sharing of information.
The constructivist approach that was used to deliver the course was in itself very instructive. Through this delivery mode I improved on my own ability to use the constructivist approach well. In addition the extensive use of case studies throughout the course developed my problem solving skills and helped me to clearly see how this course was applicable to everyday life. From the postings of my colleagues, I garnered various perspectives and possible solutions to these everyday issues. Furthermore I learnt to appreciate different views and therefore I am now aware of the usefulness of collaborative group effort.
Throughout the course, I found the feedback from our lecturer to be timely, thorough and informative. They had the effect of motivating me, as areas of strengths and weaknesses were respectfully identified, and any criticism meted out was always constructive and fair. In addition the summaries or reflections provided at the end of each of the weekly postings always collated the thoughts of participants in a comprehensive and profound way.
The Cool links and the toolkit queries sections created by the lecturer on Blackboard proved to be prudent idea. It encouraged unselfish sharing of useful links and created a community of practice among the participants in the course.
Describe the next steps for you, in terms of your practice in educational technology, which could include what technologies you hope to explore moving forward, or how you plan on engaging as a lifelong learner in terms of educational technology.
This course introduced me to a number of technological tools. HTML, Dreamweaver, Web 2 tools and the creation of wikipedias are just a few of them. I also learnt the proper way of choosing media for educational purposes. I have already started implementing my new knowledge and skills in the teaching of Mathematics and Physics at the teacher’s college to which I am employed. I am encouraging my students to try to grasp these new skills and utilise them when they become teachers. I intend to continue to actively impart the knowledge and skills I have gained in this course to my students each year. In addition, I have already discussed with my School Principal and the Head of the Technology Department, my intention to host a number of workshops with the academic staff and the teachers in training on Web2 Tools and Open source software this school year.
This course has also opened my appetite for deeper knowledge and skills in certain areas of technology. These include Java script, Macromedia, and software that will enable one to create animations and virtual laboratories for Physics or Mathematics. I will be furthering my exploration of these areas until I am competent in them. I then intend to create an interactive CD for teachers and students preparing for the Caribbean Secondary Education Certificate (CSEC) and Caribbean Advanced Proficiency Examination (CAPE) level in Mathematics and Physics for use in the Caribbean. Passes in these two subject areas have been low for many years. Many intervention strategies have been tried, all with minimal success. It is my view that an interactive CD will reap better results as it will partner knowledge with technology, therefore making learning an exciting activity for the youthful group of students who usually sit these examinations.
I also intend to create a website where teachers across the Caribbean can share their experiences with the use of technology in their classrooms from various disciplines. Through this medium they will be able to learn from each other’s experiences.
In the near future, I will be further developing the online course in Mechanics that I started in this course, and will be launching it as one of the compulsory mathematics courses for the completion of the Bachelor in Education in Mathematics at the teachers colleges in Jamaica. I also intend to use the knowledge I gained in developing online courses to create other online courses in Mathematics and Physics for other institutions in Jamaica and the Caribbean.
Overall this course has been very beneficial to my educational and career development. Despite the hard work, I enjoyed it thoroughly. I look forward with great anticipation to implementing the several projects it has inspired me to start.
References
Bates, A.W. & Poole, G. (2003). Chapter four: A framework for selecting and using technology. In Effective teaching with technology in higher education: foundations for success. (pp. 75-105). New York: Wiley, John & Sons, Incorporated.
Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39 (7). Retrieved from http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm
Jonassen, D.H., Carr, C., & Yeuh, P. (1998). Computers as mindtools for engaging learners in critical thinking. Techtrends 43 (2), 24-32.
Perkins, M., & Pfaffman, J. (2006). Using a course management system to improve classroom communication. The Science Teacher, 33-37. Retrieved from http://www.nsta.org/publications/article.asp