Introduction
It might seem contradictory to title such a reflection as I have, yet it is a more accurate reflection of the truth; the tools and skills I have learned in this course have nothing final about them. They require fluidity and flexibility as well as constant revision; they will allow for further exploration never stagnating or settling in one final destination.
I had yet to fully comprehend the true nature of learning when first entering this course. The goal I had set out for myself was overly simplistic: I wanted to understand how better to incorporate technology in my context. I had clearly identified needed resources that aligned with the true complexities of the issue (time, knowledge and the ability to reflect on my situation and on myself) yet I was expecting a final destination or a defined toolset. I was not expecting to gather skills that would usher me along a path of lifelong learning and discovery.
This course and the knowledge I have gained has made we want to continue forging ahead, exploring new technologies and embracing what I believe the educational system is becoming. The application, selection and design of technology are never-ending processes; a whirlwind of possibilities, of analysis and of opportunities.
I have learned so much during this course and am saddened to see it at a close. The following part of the reflection summarizes the take home messages or souvenirs I hope to keep of my journey through ETEC 565.
Souvenir 1: Take the time to Reflect
I believe one of the most important lessons I learned through the course has been the benefit of taking the time to reflect on one’s situation, one’s needs and the need of your context. In the past, I considered such reflections as time consuming and relatively futile, yet without reflection we are left in the dark to blindly apply technology expecting it to intrinsically meet our unidentified needs and suit our comfort level. This will undoubtedly lead to disappointment. Reflection is necessary. Fortunately, we do not need to start from scratch.
Frameworks exist to help us better selected and integrate technology. Through this course and in particular through the discovery of Bates’ SECTIONS, I understood that frameworks are necessary to properly evaluate the merits and limitation of the technology and the barriers to its implementation in one’s context. Yet the framework itself needs to mirror the identified needs of your situation. A framework that does not fit with your situation or that is not flexible enough to adapt to your context, should in all likelihood not be used. One framework, like technology, is not intrinsically better than another; how such a tool meets your needs will determine its effectiveness (Nel, Dreyer, & Carstens, 2001; Tufte, 2003). Therefore even before applying a framework it too must be carefully considered.
Even though technology is progressing in leaps and bounds and requires a complex framework around which to structure reflection, so too does self-reflection. The fundamental principles behind being a “good” teacher (Chickering & Gamson, 1987) might have varied only in the manner of implementation (Chickering & Ehrmann, 1996), revisiting these and acknowledging new opportunities is essential. A tool/technology suitable at one time, might be no longer as technology evolves and as society shifts; as we mature. All aspects must be carefully analyzed and reflected upon.
Souvenir 2: Context specific
“To a man with a hammer, everything looks like a nail” (Mark Twain)
I know what it is like to be so enamored by a tool or technology that you can see its potential everywhere and you begin to over apply it in an unsustainable fashion; everything looks like a nail. Although a tool is not intrinsically good or bad, the manner in which it is used will determine its effectiveness (Ertmer, 2005). A logical statement that came to mind while conducting the Pros and Cons activity provided in class. It was fascinating to see how the limitations of one were often the strengths of the other. This activity illustrated that the use of a tool is never dichotomous in nature; it can be used in varying degrees, in various situations and in various manners. The manner in which it is used will determine its affordances and limitations. Although promising in a situation, we cannot assume that a technology is intrinsically appropriate in all situations; the manner in which the tool has been implemented and analysed is critical. I believe this highlights that there is no one true right path to achieving balance (Anderson, 2008a) and instead the tools need to be flexible and match students and situation.
The need for flexibility in technology was reinforced through the exploration and creation of the LMS course. Having never heard of the acronym LMS before the MET, and weary about its possibilities having read Porto and Spiro, I did not know what to expect, how rigid a framework I would find myself in front of. I expected templates and fill in the blank boxes similar to my “traditional” class website, of which I was very proud. Yet soon as I was greeted by the blank html page I understood the importance and need for flexibility. Instead of offering cold, uninviting passive learning, Moodle offer the opportunity for interaction, communication, assessment and feedback. These aspects were not forced or contrived, they were possibilities that if could be realized if chosen; its existence was not merely static. As such every aspect of the Moodle course needed to be thoughtfully considered. I relished in the challenge. I looked into the various tools offered by Moodle to see which ones best fit my needs in accordance to Prensky’s idea that the tool and the task need to match (Prensky, 2003). I did not just want to choose one technology and apply it blindly, I sought to select the best technology for each situation.
Souvenir 3: An endless flight
The discussion of affordances of technologies in the course, encouraged me to reanalyse tools and technologies I had dismissed without a second glance: badges and social media. To say that after second analysis these tools became life altering would be a lie; I still do not fully grasp all the affordances of social media or how to integrate these seamlessly into the classroom. However, I have learned a more important lesson; An effective e-teacher needs to stay abreast of the technological development, content development and pedagogical reasoning behind their choices (Anderson, 2008b), and this means revisiting technologies.
Technology and society changes, by association one’s situation also changes. It is therefore unwise to categorically dismiss a tool even after a thorough analysis, for quite possibly it might suit some aspect of a future need. For example, If I currently do not have a need for Twitter in my practicum that does not mean that that need will never arise. Reflection and analysis should be constant. I am pleased to say that I did find a need for badges, not as a one-dimensional reward system or motivator, yet as a manner to provide feedback and to communicate my expectations as an educator. They provide feedback; my Achilles’ heel.
Feedback has always been a topic I never could seem to fully handle in the manner I wanted. No matter how quickly I corrected, when returning the papers the teachable moment was gone, my feedback to many a student was dust in the wind. Technology offered an interesting alternative to suit this need. I hope to explore more feedback opportunity available through the use of technology to hopefully realign myself with the effective assessment guidelines provided by Gibbs, Simpson, Gravestock, and Hills (2005).
Changing directions mid-flight: destination unknown
Reflecting on my experience and development throughout the course has led me to realize that I seldom truly evaluate my situation or reflect upon my beliefs, which probably explains why I cannot keep a blog or journal if my live depended on it. The more I advanced in the course the more I was granted the time and opportunity to reflect, the more critical I became of my foreseen final destination.
I have taught for the last 9 years applied science; a hands-on more technologically driven version. Yet slowly the program was being phased out; for the last few years I was the only applied science teacher in my school board. Needless to say there was not much of a local community to help hone skills and share ideas. However, it gave me carte blanche; I could create. Yet this freedom allowed me to realize that something was amiss; we, as an educational system, were poorly preparing the students for the challenges that lay ahead. I wanted to remediate this and better myself. I wanted to learn about incorporating technology in my classroom, to understand the reason why technology was so often quickly dismissed in spite of being useful. As I left the school on sabbatical to complete my MET, the course I had taught for 9 years closed indefinitely. Upon my return, I would rejoin the ranks of the general science teachers. The robotics, programming and inquiry based learning I loved would be replaced by standard labs and “the” note binder that has guided teachers for years. Although, thanks to this class, I have a better grasp on the importance of time and reflection when applying, selecting and designing technology, I still lack confidence in how I can transfer that knowledge to others resistant to change.
As I have witnessed the barriers that await me upon my return from sabbatical from both colleagues and parents, a change in path might be required. Unfortunately I am at a loss for my next destination. I want to keep learning, exploring and pushing the limits of my new found skills. I love teaching and always will, yet it might be time to embark on a new adventure; Instead of waiting for change, I want to create change.
I would like to continue to try to understand social media, to work on Moodle and to create learning environments that spark change and discussion. Still I am afraid; unsure of what to do next or where to look. I want the tools and skills set that I have developed in this course to serve for I enjoy the analysis of varied technologies, the challenge in design and the problem solving abilities required to effectively select technology. I hope I can find something in which I can move education forward and continue to grow as a learner.
After taking this course, my aspirations have veered me off the original flight path towards once unchartered waters, engulfed in the creative storm of design; I no longer can content myself to idly be the recipient of technological reforms. I do not know where this will lead me, but I know that wherever it is, I will keep exploring and designing.
References:
Anderson, T. (2008a). Towards a theory of online learning. Theory and practice of online learning, 2, 15-44.
Anderson, T. (2008b). Teaching in an online learning context. Theory and practice of online learning, 273-294.
Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE bulletin, 49, 3-6.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.
Ertmer, P. A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational technology research and development, 53(4), 25-39.
Gibbs, G., Simpson, C., Gravestock, P., & Hills, M. (2005). Conditions under which assessment supports students’ learning.
Nel, C., Dreyer, C., & Carstens, W. (2001). Educational technologies: a classification and evaluation. Tydskrif vir letterkunde, 35(4).
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21.
Tufte, E. (2003). PowerPoint is evil: Power corrupts. PowerPoint corrupts absolutely. Wired.