Then:
I was an emailer
I had accounts to things like Twitter and so many more that I got for my first course in the Diploma program but had not made any attempt to integrate into my life. At all.
I didn’t really think I had an online presence.
I have realized that I need to rethink my own attitude to ICT.
Now:
One of the many things that has struck me during this course was the idea of learning with about and through digital technologies.
I am questioning things and ideas more and thinking more about my audience and the origin of ideas (like who can up with this 21st century skills idea anyway) I have spent more time actually looking into the corporate affiliation of various proponents of educational reform that I have done in the past. I have also spent more time looking into some of the hidden curriculums on the Ministry of educations wesite.
I am still processing many of the concepts and ideas that have been introduced through this course. No doubt this process will continue in the weeks to come.
I have developed part of a vision for the continued integration of technology into my teaching practice, and ideas for collaboration with my new teacher librarian. I am looking into my new school and the culture that it seems to have around technology (se post about my post). I am thinking about ways that I can pursue my own learning goals beyond the boundaries of the diploma program.
I have some platforms and projects that I am eager to try out on real students, oh those lucky gineau pigs!
THings I would like to use:
www.sandilandsclass.weebly.com
Discussion forms
Genius hour
BYOD
and many specific web 2.0 applications to which I have been introduced….
Merrin, I totally agree with you about questioning the origin of ideas and how corporate affiliations are connected to education models and programs. I’ve always wondered why iPads are the tablet of choice, yet many computer labs remain PC. Now we’re seeing more and more online education programs, like Khan Academy, Pearson and Knewton; it really makes me wonder who’s developing the curriculum and who’s really benefiting from students using their product. Your posts have made me think about my own blind spots when it comes to selecting teaching materials for my students.
I think it’s amazing that you’ve been able to reflect and reframe how you view technology in education in such a short period of time. The Genius Hour idea sounds like a great way to incorporate inquiry, technology and personal interest for your students. Not only that, students will be practicing other PLOs, such as public speaking, reading and sharing information, etc. I look forward to seeing what you and your students create. I will certainly try something like this myself when I have my own set of “guinea pigs”.
Your comment about collaborating more with your new teacher librarian and looking into the technology culture at your new school shows that you are actively seeking out “blinds spots” and “blindsight” within the institution. Maybe your new school is already using ICT effectively, or maybe they’ve just been waiting for an insightful teacher like you! Congratulations and good luck!
Thank you for your support. I am glad that throughout this course we have really become a community of learners and that teachers at all points in their careers have come together and are able to help each other learn more about new initiatives and trend in education in general and edtech and libraries in particular. I will be keeping my fingers crossed that you soon get your own set of gineau pigs!
I think you have identified an extremely important aspect of teaching that really needs attention and discussion. Teachers must consider the sources of things. This is not to promote a knee-jerk reaction of rejection of any change, it is to be critically aware of the contexts of change, and positioning the teaching profession to be able to take advantage of these changes. Not every change is necessarily a threat, and not every corporate incursion into education is necessarily undermining the public school system. In fact, if teachers decided to marshal their resources, they could be fostering corporate connections to education that actually support their mission to educate the next generation of technology-savvy citizens. The main point is a professional practice of creativity, criticality, collaboration and communication. Teachers need 21st century competencies, too.