Erin’s Educational Technology Journey

Synthesis Reflection

Précis of my flight path

Reflecting on my flight path, I’m still comfortable with my MET goal: To effectively integrate and use educational technology in the elementary classroom for improved teaching and student learning. In ETEC 565 I explored a variety of theories that I can use to select technologies. Interestingly, I feel that I’ve gone back to my roots as a teacher. I can happily state that studying various theories in ETEC 565 and applying them immediately to realistic problems made me refocus on the learner not the latest technologies. Understanding Anderson’s (2004) Towards a Theory of Online Learning, Bates & Poole’s (2003) SECTIONS framework and Chickering & Ehrmann’s (1996) Implementing the Seven Principles: Technology as a Lever has strongly and positively influenced my approach to integrating educational technology. I now find the process less intimidating, more interesting and very manageable.

In my original flight path, I envisioned learning about computer-aided assessment, learning management systems, synchronous and asynchronous communication and identifying appropriate social software applications. I have exceeded my own expectations in these areas and refocused my flight path toward an advanced understanding. I can now identify and select actual learning management systems (LMS), then choose applications for that support chat and assessment functions. I have learned about the “latest” applications but more importantly I have learned how to analyze available tools and organize a course to make the most of them. Related to my new understanding of these concepts is my knowledge of available support systems, the strength of networking and the value of a professional blog. Without the networking opportunities available in my learning community, I would not have understood the entire LMS Moodle design project as well. My original flight plan focused on objects and sites as support resources. I now consider my learning community as an essential source of help and support.

 

 Reflection on my eLearning toolkit experience overall  

My eLearning toolkit experience was challenging but well worth the effort. I explored blogging, wikis, social networking, terms of service, privacy policies, DVD publishing, synchronous communication and digital images. The activities led me down different paths and they helped me overcome some minor technology phobias. I have attempted DVD burning in the past and failed, but the toolkit activity coached me through the process. I feel by participating in the toolkit, I have satisfied several areas of Bates & Poole’s (2003) SECTIONS model. Specifically, participation in the toolkit activities made me focus on how my students (S in SECTIONS) would benefit from the technology and how they can protect themselves online. Social networking toolkit activities (blogs, wikis…etc) involved learning about terms of service, and I now understand the importance lecturing students to be familiar with privacy policies and intellectual property rights.  

I wanted to explore more activities in the toolkit, but I found time was a large factor in selecting activities. I did archive all of the activities and links so I can return to them when I have more time. Unfortunately, one aspect of the toolkit activities I cannot archive is the ongoing asynchronous forum support. I found the threads and active discussions to be an excellent resource when I was working through issues with RSS feeds, broken links and MOODLE concerns. Fortunately, I can take the experience away with me with the full intention of participating fully in any future learning communities.

Apply SECTIONS model to self-assess my portfolio

Bates and Poole’s (2003) SECTIONS model from their book Effective teaching with Technology in Higher Education has been very influential on my learning. I can now analyse and select technologies using the framework proved by Bates and Poole (2003) with confidence and advanced understanding. The following is my analysis of my own e-portfolio using SECTIONS.

Students: In my e-portfolio, I did not post materials with students in mind because it is not a learning resource for my elementary class. However, my LMS selection (posted on my LMS page) was written with students in mind. I feel that MOODLE is appropriate for younger students because it is designed to meet various student learning styles. My MOODLE will be delivered in   a blended-delivery environment so all students can easily access the course.

Generally speaking, my e-portfolio could be read by my own students. However, I feel the vocabulary and topics are too advanced for 9-10 year olds. I might show my students my e-portfolio to model lifelong learning and educational technology skill development.   

Ease of Use: My e-portfolio is a reliable resource and I selected a theme that is simple to navigate from the reader’s perspective. If students were to use my e-portfolio, they could easily navigate pages, search through posts by using tags and leave comments. In addition, where applicable I made every attempt to embed links. For example, my digital story page has two embedded files. I chose to embed the files to provide readers with an instant visual and to minimize unnecessary open windows and links. One issue I am aware of is the effect of a slow Internet connection. Pages can take several minutes to load and embedded digital stories are difficult to watch on a slow connection.

Cost Structure: The cost of development time is high. I invested a great deal of time selecting, drafting, editing and posting materials. Development time increased if file transfers became too complex. I began ETEC 565 as a novice/beginner and I was not familiar with file formats and uploading formats for Word Press. I spent a great deal of time formatting files only to abandon them due to frustrations when uploading. By the end of the course, I was aware of the importance of the “cost” element in SECTIONS. Even if the technology is open-source, the cost in time to apply the technology may not be worth the effort. Generally speaking, the cost of development time was high but I gained valuable skills by investing the time in blogging and e-portfolio development.

Teaching and Learning: Blogging has been linked to increased levels of engagement and improved communication skills. E-portfolios are considered excellent assessment tools. In addition, e-portfolios can be a sustainable form of recording academic development depending on the format. Given these strengths, I feel my e-portfolio provides strong teaching and learning opportunities to readers and potential students. I have included great detail on my pages on various topics. I have encouraged commenting and responded to comments to engage readers. I have included links, hints and embedded videos where applicable to provide readers with a variety of learning resources.

Interactivity: My e-portfolio is fairly interactive. I included commenting, links to outside resources and an RSS feed. I feel I can improve on feedback. I tried to respond to comments in a timely manner and I tried to keep commenting options available on all posts. I feel that it was somewhat difficult to see the comment tab on pages. If I were using my e-portfolio with students, I would like to provide a survey link. I could use the survey to identify why students were visiting my e-portfolio and how I could improve on it. In addition, readers can view digital stories and text, but they cannot help me create content. Readers can post links to outside sources in the comment section to improve interactivity.

Organization: I have used categories, tags, posts and pages to organize my e-portfolio. On my Front Page, readers can access the pages through tabs or search the posts by the tags and categories provided. I have made every attempt to organize materials clearly and economically. I avoided “double posting” (posting identical material on two or more pages) whenever possible. I feel I have too many tags. As I developed my e-portfolio, I relied on only a few tags. Initially, my toolkit activities were tagged under: toolkit, toolkit activity and Elearning toolkit. By the end of ETEC 565, I simply tagged with “toolkit”. I plan on eliminating unnecessary tags as having too many may be very confusing.

Novelty: An e-portfolio may be a novel concept for young learners because it puts them in control of archiving their educational materials and self-created content. My e-portfolio still has a high novelty factor for me because I am still learning about its various applications. I also feel it would be a novel resource for students to visit outside of traditional classes to learn more about their teacher. Having said this, I have visited more dynamic and interactive blogs that function as e-portfolios. I plan on improving my e-portfolio and increasing the novelty factor in an effort to attract readers.

Speed: My e-portfolio does require a moderate amount of time to update. Occasionally I have difficulty logging in to my portfolio, and editing pages can take a great deal of time. However, when my connection speed is high, I can update my e-portfolio quickly and easily due to the WYSIWYG editor. The icons and simple layout of my e-portfolio’s theme further simplify the process which reduces the time needed to develop new content.

Describe my next steps, in terms of your practice in educational technology

In terms of my practice in educational technology, I am planning to advance my understanding of LMS, increase my knowledge of html authoring, archive my online open-source learning resources and work toward a stronger understanding of applying the frameworks and techniques I’ve learned when selecting educational technology tools.

In September I will begin a new teaching position in Year Four of the International Baccalaureate’s Primary Years Program at an elementary school in Hong Kong. I have also been hired to help the school develop a stronger educational technology program. I will take with me lessons from SECTIONS (Bates & Poole, 2003), 7 Principles of Good Practice (Chickering & Ehrmann, 1996) and studying about theories of online learning (Anderson, 2004, 2008).  In addition, I will take valuable lessons from the ETEC 565 learning community that helped me select materials and choose technologies for my own LMS and e-portfolio.

I intend to take my next steps in my flight path as outlined below. I have organized them into four broad categories.  

1. Develop a strategy to remain updated on relevant and effective educational technology developments.

I plan to keep a profession e-portfolio and subscribe to a variety of RSS feeds that are related to the development of educational technology applications. I also plan to schedule time to search and network for new information through blogs, social networking sites (Ning, Facebook, Twitter…etc) and through colleagues (MET included) for a minimum of one hour per week.

2. Improve on my ability to apply educational technologies.

I have saved ETEC 565 toolkit activities that I did not complete during this term. I plan to return to these activities and explore areas that are new to me. I feel I must model life-long learning to students and work harder to utilize relevant and effective technologies. An excellent example is my inability to write html. I enjoyed the html quiz in our course and basic html editing I came across, but I would love to learn more about programming languages. As I complete activities, I will find more areas to explore. It is my intention to continue adding to my repertoire.

3. Educate other colleagues about educational technology selection and application.

I plan to share my knowledge with others and to encourage a culture of educational technology in my school. I have often worked with colleagues who resist educational technology due to the time and effort involved in learning new applications. I strongly feel I can minimize frustration and share the benefits of carefully selected applications with them.

4. Select and use educational technologies in my own classes on a regular basis.

I have not had the opportunity to work with one class consistently in the past 18 months. My next step is to carefully study the PYP program and select technologies based on SECTIONS (Bates & Poole, 2003) to enhance my lessons. I also look forward to teaching students about various applications that can be sustained throughout the year (if not longer). For example, I feel very strongly that managing an e-portfolio is an excellent skill and resource to develop. I plan to integrate e-portfolios into my students’ education next year. In addition, I plan to teach students how to select technologies carefully and how to prioritize their own safety. I will educate them on terms of service and privacy issues as well as intellectual property rights and copy right clearance protocols.

References

 Anderson, T. (2004). Teaching in an online learning context. Theory and practice of online learning, 273-294. Accessed online 9, June, 2009 http://www.cde.athabascau.ca/online_book/pdf/TPOL_book.pdf#page=305

Anderson, T. (2008). Towards a theory of online learning. In: Anderson, T. & Elloumi, F. Theory and Practice of Online Learning. Athabasca Unversity. Accessed Online 9, June, 2009 http://www.aupress.ca/books/120146/ebook/14_Anderson_2008_Anderson-Online_Learning.pdf

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., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 39(7), 3-7. Accessed Online 15, May, 2009 from http://www.aahea.org/bulletins/articles/sevenprinciples.htm

Chickering, A. W., & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 49(2), 3-6. Accessed Online 15, May, 2009 from  http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm