My name is Andrew Olson and I joined the MET program in January of 2009. ETEC 565 is my final course before I graduate from the program and while I write this flight path it seems a bit odd to speak about where I would like to go in the MET program as I have already completed my ETEC 590 graduating ePortfolio. Therefore, I will outline the goals that I have for this course and, in particular, what I would like to learn about four technologies and how to use them in my career.
I am a high school history teacher and also the chairman of the technology committee at a private boarding school on Vancouver Island, B.C. As a teacher I am interested to learn more about document cameras, switches for multiple LCD projectors and learning about how to choose the right learning management system (LMS). I would also like to experiment with the use of RSS feeds within the intranet LMS that has already been created at my school. Finally, in an attempt to try and have more collaboration and student-centred learning I would appreciate exploring various rubrics to assess students using these new technologies.
In terms of mastering these technologies I expect that the readings from module 2 in this course will be good to give me a better understanding how to choose an LMS. We currently have an LMS at our school which has been internally created. I would like to know whether it has the right components, how to incorporate new components, or switch to a new system. In particular, the article by Panettieri looks like it will be the most helpful in creating a framework for making this choice.
In terms of assessing new technologies that encourage collaboration, such as switches and multiple projectors, I think that certain aspects from the conditions on feedback from Gibbs and Simpson’s article Conditions under which assessment supports students’ learning will be helpful in creating rubrics and frameworks for assessing and providing feedback in this new environment. To learn more about the specific devices I will be using the product sites for Elmo cameras (http://www.elmousa.com/) and SMART cameras (http://smarttech.com/us/Solutions/Education+Solutions/Products+for+education/Complementary+hardware+products/SMART+Document+Camera) , who have allowed some of our staff to try out their cameras on a trial basis.
Moreover, one of my conclusions from a previous MET course that I have also discussed with my technology committee is the need for design changes to our classes in order to better encourage pedagogies that will easily allow the integration of new technology. One of these design changes that I have been interested in is the use of switches and multiple projection stations in classes. A great document on this has been published by the Georgia Institute of Technology (http://www.cetl.gatech.edu/faculty/Classroom%20Design%20-%20Principles%20and%20Information%20for%20Georgia%20Tech.pdf) that I will be using as my guide to explore the difficulties that might be faced in this endeavour.
Finally, I look forward to creating another ePorfolio and using a different tool (WordPress) than I did for my graduating project (Weebly).
References
Georgia Institute of Technology. (2009). Teaching for Learning: A Philosophical Approach to Classroom Design – Five Basic Principles. Center for Enhancement of Teaching and Learning. Accessed online 17 May 2011. http://www.cetl.gatech.edu/faculty/Classroom%20Design%20-%20Principles%20and%20Information%20for%20Georgia%20Tech.pdf
Gibbs, G. & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31. Accessed online 11 March 2009. http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004- 05.pdf
Panettieri, J. (2007). Addition by subtraction. University Business, August, 58-62. Accessed online 11 March 2009. http://www.universitybusiness.com/viewarticle.aspx?articleid=845