Jasmeet Virk's ETEC 533 journey

The word that summed up my understanding of all the interviews and forum discussions around them is TRANSITION.

Transition can be defined as a passage from one form, state, style, or place to another. My purpose during the interviews and discussions had been to examine the application of technology in elementary education and figure out the scope for blended learning. Even as I examined scenarios from other levels of education and considered their issues, the general feeling I got in the end was that the education system is currently transitioning towards the stage of effective technological application. There are discussions about technology being used [Smartboards, calculators, virtual manipulatives] and curiosity about what the others are using [How does Voki work?]. It is a slow process, but nonetheless, heading in the right direction!

 Teachers are starting to understand the pedagogical implications of technology use and are exploring some of its affordances. There is an acceptance that even though most outcomes can be taught without the use of technology, its inclusion allows the learning to become multimodal and engaging. There is speculation and fear about tech dependence and whether it might have negative effect on learning, a fear that we may be denying our students opportunity to become critical thinkers. Teachers are starting to experiment with technology firstly as a teaching tool and secondly as a practice tool. [ My teaching has changed ever since I started using a Smartboard!] There is preference towards use of premade software and interactive websites to help students learn and practice. This is the first step!

While there is the awareness about the ultimate educational goals of helping students become critical and higher-level thinkers, there is confusion and hesitancy about exploring the affordances of the web that provide for such learning [I don’t think there is room for web 2.0 tools in elementary education!].The capabilities of the Web 2.0 tools are being acknowledged but there still needs to be interpretations about their connections to sound pedagogy. Teachers are musing about the coming changes [future of textbooks; mandatory use of technology, role of ipad in education ] This is step 2!

Such uncertainties beg for clarification and this led to the recurring talk and consensus about the need for professional development and guidance for teachers. The divergent nature of technology makes it very hard to explore all affordances. Even teachers quite comfortable with technology are at times hesitant about exploring deeper. There is a realization that there needs to be support put in place to allow teachers making such significant transitions. With teachers at different levels of ability and interest, it is hard to fathom what professional development should look like. Nonetheless, teachers are looking for proper support. This would be step 3!

Lastly, there was also consensus in our discussion that self-initiative is a big part of this professional growth and as professionals we need to take initiatives about our own learning. This would be the final step!

It will get us there!