{"id":8,"date":"2015-05-18T12:19:04","date_gmt":"2015-05-18T19:19:04","guid":{"rendered":"https:\/\/blogs.ubc.ca\/nayloretec565a\/?p=8"},"modified":"2015-05-24T09:51:04","modified_gmt":"2015-05-24T16:51:04","slug":"technological-proficiency","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/nayloretec565a\/2015\/05\/18\/technological-proficiency\/","title":{"rendered":"Technological Proficiency"},"content":{"rendered":"

Try to assess your \u201ctechnological proficiency\u2019 using the criteria listed in the <\/b>ISTE (2008)<\/a>\u00a0<\/b>document and in the <\/b>Chickering & Ehrmann\u2019 (1996)<\/b><\/a> \u00a0article, see to what extent these \u201cideal types\u201d represent your digital competencies and skills acquired and used in your professional or educational context.<\/b><\/p>\n

After critical examination of both Chickering & Ehrmann (1996) and the ISTE Standards for Teachers (2008), Implementing the Seven Principles strikes me as a set of best practices providing educators with viable options for actively engaging students. \u00a0In other words, it is what educators should be doing on a daily basis while engaged in teaching their students. \u00a0\u00a0The ISTE Standards for Teachers provide educators with the opportunity to critically assess their practice of technology implementation and use while planning for successful integration of technology into pedagogical practice. \u00a0While I do see some overlap, the Seven Principles seem to be what educators would do on a daily basis. \u00a0For example, student-teacher contact most certainly encourages student motivation and involvement, whether technology is involved or not. \u00a0<\/em><\/p>\n

I do see the benefits to the Seven Principles in the classroom, and I most certainly see how technology in the 21st century has provided the opportunities through the affordances available. \u00a0Example, active learning techniques has changed since I began my teaching career. \u00a0Where I used to have a back and forth book for example, today I have my students blog. \u00a0Student engagement has increased, along with synchronous and asynchronous learning opportunities. \u00a0Providing prompt feedback in real time is also now possible through blogging and opportunities for students to work through affordances such as Google Drive. \u00a0However, I often wonder when my student questioning does not stop when the bell rings at 2:30 and they are still asking questions well into the night, if this synchronous learning experience has created a ’24 hour teacher’. \u00a0<\/em><\/p>\n