Module one introduced me to methods of selecting and using learning technologies based on theoretical frameworks. This is my reflection after posting and discussing the issues with colleagues.
In ETEC 510 I was introduced to the work of Bates and Poole’s (2003) A Framework for Selecting and Using Technology. In this module for ETEC 565, I returned to Bates and Poole’s framework with five MET courses between my first reading of it ( in January of 2008) and now. My ideas on how to implement SECTIONS have changed dramatically. I realize the importance of considering all aspects of SECTIONS from perspectives beyond that of a classroom teacher. The discussion in 565 reminded me that Cost is, usually, the deciding factor when selecting technology. As much as our 565 discussion applauded the value of Ease of Use, Students and Teaching and Learning, personal experience from colleagues centered on Cost.
This module introduced me to the work of Chickering and Gamson (1987) and of Chickering and Ehrmann (1996). Chickering & Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education are principles I have seen in great classrooms. Personally, I am a teacher who gives prompt feedback because students are motivated and focused on how to improve their work before it is due. I am also a teacher who considers time on task as essential and I provide time for students to focus on tasks. Chickering & Gamson’s (1987) principle of using active learning techniques has worked for me as both a teacher and a student. When I engage myself in a learning activity, I gain a greater deal of knowledge then if I simply use rote memorization techniques. From my own learning experience, I teach using methods that actively engage students. This point brings me to Chickering & Ehrmann’s (1996) Implementing the Seven Principles: Technology as Lever. The authors discuss the original seven principles in relation to technology available in the late ’90s. Active learning techniques, prompt feedback and time on task are principles that can be met more easily by technology: open-source software and social networking tools alone can motivate learners and teachers to use these principles at a framework for structuring lessons and selecting technology.
For a better idea of Bates and Poole’s (2003) holistic view on teaching with technology, I suggest their website: http://www.batesandpoole.ubc.ca/index.html where you can view the theoretical foundation of their work in the Resources tab or by clicking on this link: http://www.batesandpoole.ubc.ca/pdf/OPAS.pdf. To see an instructor’s suggestions for implementing the Seven Principles from the classroom perspective of 2008, follow the series of posts titled “Implementing the Seven Principles” here: http://georgeself.wordpress.com/2008/02/08/principle-one/. You can select which principle to focus on, they are organized by number.
References
Bates, A., & Pooles, G. (2003). A framework for selecting and using technology. In Effective Teaching with Technology (pp. 75-105).
Chickering, A. W. and Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39 (7), 3-7. Retrieved May 5, 2009, from http://www.aahea.org/bulletins/articles/sevenprinciples1987.htm
Chickering, A. W. and Ehrmann, S. C. (1996). Implementing the seven principles: Technolgy as lever. American Association for Higher Education Bulletin, 49 (2), 3-6. Retrieved May 5, 2009, from http://www.aahea.org/bulletins/articles/sevenprinciples.htm