Synthesis Reflection – ETEC 565
ETEC 565 has provided a good foundation for many digital activities that have enhanced my educational pedagogy. Looking back at my précis of my flight path I revisited my goals to examine how closely they paralleled my learning. Also, I compared my feelings now that ETEC 565 is completing to how I felt at the beginning of the course.
My first goal addressed best choices of technology to best meet the needs of my Grade Ones to facilitate digital literacy. This focused me on Anderson’s (2004) Towards a Theory of Online Learning. Making the rubric with my collaborative group helped to develop my thinking of criteria needed to assess technologies to help make sound educational decisions. This was an excellent assignment to help teachers learn how to access using criteria in a rubric. Bates & Poole’s theory of the SECTIONS framework was a significant tool to use for developing criteria for the rubric.
Another goal of my fight path was to learn about many aspects of technology from software to various devices. I worked hard to learn more about different platforms namely (Moodle), synchronous and asynchronous communications and a variety of software applications like Animoto. ETEC 565 has benefited my goals as I have acquired an enormous amount of knowledge. I can now set up an online course in Moodle.
The elearning toolkit was a very valuable resource as it provided information and practice activities to better my skills at using various applications. Practicing and reading literature has been most valuable in understanding and acquiring skills of various technologies and their affordances. My fondest memory was getting a lesson on iphone 4 and trying to upload information, taking pictures and trying various apps. I still want one!
My overall experience in ETEC 565 has been a positive expansion of understanding and knowledge. There were times of frustration such as trying to figure out how to do a particular thing or use a specific application. I persevered despite steep learning curves. As it is nearing the end of the term, I am grateful for the experiences that I have participated in. They have all contributed to my expanding knowledge of technology and educational pedagogy.
Next steps are to continue to add to my Pandora box where valuable skills and knowledge continue to evolve to facilitate best practices in educational pedagogy. In my digital story I made a statement that I am a perpetual student of learning. I have been teaching many years and I believe that professional development of current practices is what creates the excitement and interest to provide an environment where students experience a variety of educational experiences. That supports and helps to develop their love for lifelong learning.
I have used digital storytelling with my classes for the last five years. There are 50 different software available to achieve storytelling as per our assignment. I am excited about trying others. Online learning in a LMS like Moodle has different focuses for grade one than other higher grades, but the groundwork for digital literacy is laid at this age. Exploring and doing the activities that I have developed within my Moodle site is a good way to integrate Social Studies and technology .
Another aspect of ETEC 565 is the online collaborative community component. As my journey in the MET program progresses, I will continue to reflect, collaborate, communicate, and support others on this path of knowledge. ETEC 565 has added to the experiences of my interactions with other online students. Interactions have been extremely valuable as they have provided the interconnectiveness component important in a learning community. Online learning creates a unique community as F2F is non existent. We did have a few utube videos from our instructor that added an element of synchronous communication. Writing in discussion forums, blogs, e portfolios all have contributed to better expression and a fluidity of thought processing. I have become more proficient in my ability to make connections to readings and to other student’s posts. I have developed a growing list of resources that I will take with me as I continue on my journey in the MET. ETEC 565 has been a valuable learning experience.
References:
Anderson, T. (2004). Towards a Theory of Online Learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning. Athabasca, Canada: Athabasca University. 33-60.
Bates, A. W. & Poole, G. (2003). A Framework for Selecting and Using Technology. In Effective Teaching with Technology. San Francisco: Jossey-Bass.75-105. (See SECTIONS) except at
http://www.batesandpooleubc.ca/chapter-4.htm
Chickering, A.W. & Gamson, Z.F. (1987). Seven Principles for Good Practice in Undergraduate Education. American Association for Higher Education Bulletin, 39 (7), 3-7. Retrieved online 18 May 2011.
http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm
Chickering, A. W. & Ehrmann, S.C. (1996). Implementing the Seven Principles: Technology as Lever. American Association for Higher Education Bulletin, October 1996. Retrieved online 18 May 2011.
hhtp://www.aahea.org/bulletins/articles/sevenprinples.htm.
Janson, A. & Janson, R. (2009). Integrating Digital Learning Objects in the Classroom: A Need for Educational Leadership. Innovate, 5(3).
http://www.innovateonline.info/pdf/vol5_issue3/Integrating_Digital_Learning_Objects_in_the_Classroom-__A_Need_for_Educational_Leadership.pdf
Schrum, L.&Levin, B. (2009). Leading 21st Century Schools. Harnessing Technology for Engagement and Achievement. United States, A SAGE Company, p48.
Wesch, M. (2007) A Vision of Students Today (& What Teachers Must Do). Accessed online 25 March 2009. http://www.britannica.com/blogs/2008/10/a-vision-of-students-today-what-teachers-must-do/