After teaching in the class-room for more than two decades, a few things have become abundantly clear. The first comes from the joy of teaching itself; watching kids get immersed in learning, seeing the satisfaction in their faces, being able to watch them grow from mere children to young adults, becoming the leaders of tomorrow. This is the main reason I became a teacher in the first place, to contribute to society, to make a difference. But gradually I have seen my effectiveness lessen. While my mathematical pedagogy remains strong, the students in my classroom were excited about Facebook and YouTube, and more than a few other technological advancements that I knew little or nothing about. I figured that if I was to remain effective in “making a difference” I would have to procure some technological advancement, learn a new language.
After spending several months researching various Masters Programs, I enrolled in MET for two main reasons. Here I would have access to much of the leading edge in Educational Technology Research and Applications, hosted by one of Canada’s most prestigious universities. The format of the program, totally online, with clearly defined content and assessment, paralleled how I viewed what a successful educational program should look like. I could see myself on the teaching end of math courses employing such a format, still doing what I loved, but perhaps getting out of the classroom per say, while still connecting with kids. So I purchased a new lap-top, did the paperwork, and jumped in.
So far, my choice has been very well founded. The Blackboard Learning System used in MET is an excellent form of online course delivery. It offers extreme flexibility both in content delivery, assessment, and with its numerous affordances of asynchronous communication, and in building Learning Communities. The variety of courses offered, both Core and Elective have certainly challenged my limited tech skills, and introduced me to a substantial array of new tools that I did not know existed 18 months ago. I have created multimedia presentations, posted my first YouTube video, and am feeling quite confident creating e-portfolios using WordPress. My classmates, in the discussion forum have suggested countless Websites and learning platforms, and like all new tools they will need to be evaluated and practiced before they become part of my personal tool box.
In the near future, I am hoping to add three additional tools to my tool box; Moodle, Prezi, and I-Phone. In several previous courses we were required to create group projects, and being involved with group members with considerably more experience, we used a moodle platform. While I managed to stagger through the project, hoping to contribute my share, I learned a tremendous amount from my group members. This access, along with the Moodle based course taken by my daughter last fall, seems to make Moodle a good fit for my current educational paradigm. I am very pleased that a Moodle Learning Management System is a major component of our coursework.
In viewing and critiquing other group projects, many used Prezi as part of their presentation. To date I have only accessed the information presented in a Prezi, but am fascinated by the potential of such a tool, for content acquisition, review, and assessment. I am hoping to incorporate this web-based storytelling tool into my Moodle LMS.
My third goal falls both within and beyond the borders of MET, and that is my new I-Phone. The early 21st century has seen an unprecedented growth in mobile learning technologies. (Hafeez-Baig & Danaher, 2007) While currently still in the phone and text phase of my new toy, I clearly plan to explore all the affordances this small hand-held computer has to offer. I see mobile learning as the logical next educational step, and since Mobile telephone ownership and usage is now almost ubiquitous among student communities. (Uden, 2007), what better way to connect with my students than to use the technology that they use. Since both my university aged children own I-phones, at the very least I might be seen as a hip Dad, despite the grey hair.
On most flights, the airports along the way are usually well marked and pre-planned, similar to the MET courses one takes. Once the destination is set, the journey is comprised of places you want to see, and those that jump out at you along the way. In my travels I have found the greatest enjoyment in setting a tentative path, knowing full well that many unforeseen side-roads often present the most amazing opportunities. With three main goals in mind, I remain open additional opportunities. I trust that many of us in ETEC 565 are embarking upon similar flight paths.
References
Hafeez-Baig, A., & Danaher, P., (2007). Future Possibilities for Mobile Learning Technologies and Applications at the University of Southern Queensland. MoLTA.
Uden, L., (2007). Activity theory for designing mobile learning. Int. J. Mobile Learning and Organization, 1(1)