Met reflection
Flight Path Précis
In my flight path, I described my new role this year as the K-5 Primary Years Programme Curriculum Coordinator and Teacher Librarian at a small independent school in Vancouver. I started the MET program in September 2013. Last summer, I moved back to Canada after eight years working as an elementary teacher at an International School in Singapore. Because of this transition, I chose to only take one MET course this term and felt that 565A would be the best fit for me as I moved into a support role working with teachers, students and parents within the school community in the overlapping areas of curriculum, learning common resources and educational technology.
My goals for the course were to learn more about using, implementing and communicating through the use of different digital tools tools and ways of using them in different contexts for my own professional development and in supporting my school community.
Reflection on my eLearning Tool Kit
One of the key components of my role is effective communication. I felt I was able to further develop my online communication skills by creating online content for teachers about the PYP curriculum. In my experiences working with the Moodle Learning Management System, I found creating the introductory Module the most challenging part of the course as I had to go through the learning process of figuring out a new learning management system and the technology skills required for the different components. At the same time, I was deciding on the content of the online course I was developing. Anderson’s article, Towards a theory of online learning helped develop a deeper understanding of how to create ways to develop rich learning environments to ensure that the learners are actively engaged when creating an online course.
I chose to focus on the International Baccalaureate Primary Years Programme curriculum and felt the Introductory Module was very helpful for me to put a content framework in place for the other Moodle assignments. I acquired further experience with Moodle when creating the Quiz component. When creating the main course site module, my knowledge and skills in working with this learning management system had increased substantially as had my confidence in using different tools and figuring out ways to problem solve the best way to create certain aspects such as our splash page.
My favourite assignment was creating my digital story as it demonstrated how using different media technology can create a much more powerful and creative way of presenting information. Creating our individual Webpress ePortfolios was a great way of promoting reflection on our various experiences throughout the course. I believe strongly in learning from each other and really enjoyed the opportunity to view other students’ digital stories which helped me see different techniques and ideas. By reading each others reflections and blog posts created more of a professional development community.
Discussion Forums
In Module #1 of our course we discussed the 7 principles model which I felt was very relevant in my position of helping to develop ways of integrating and promoting technology. The qualities described that are needed to create this environment are very important.
- “A strong sense of shared purposes.
- Concrete support from administrators and faculty leaders for those purposes.
- Adequate funding appropriate for the purposes.
- Policies and procedures consistent with the purposes.
- Continuing examination of how well the purposes are being achieved.”
(Chickering, A. W., & Gamson, Z. F. Seven principles for good practice in undergraduate education, Page 4)
I really enjoyed the use of case studies that we examined throughout the course. By examining these scenarios, it made the course much less theoretical. I appreciated the different perspectives and suggestions offered by other students and the creative approaches in how to use technology effectively as well as the recommendations in which technology programs and devices to use.
Collaborative Work
I felt that it was a very valuable opportunity to work collaboratively with other students on developing an evaluation rubric for selecting an online delivery platform. Again this was set up as different case studies with my group exploring what decisions the stakeholders at Athabasca University should make. My understanding is that there was perhaps less collaborative work in this course as compared to others to ensure that everyone had the opportunity to independently problem solve and learn how to use as many eLearning tools as possible.
Overall Experience
I feel that throughout the course we touched on the importance of a learner- centred approach as opposed to an institution- centred approach and ways to make learning more meaningful. I appreciated Natasa Boskic’s expertise in this area and how she was constantly involved in all of our discussions. She also made the expectations for each assignment as clear as possible while ensuring that she didn’t direct students too much in providing all the answers to technical questions. This created some confusion while I worked out where to find the answers in creating my online course or which tools to use in creating my digital story. Ultimately by directing us to different resources, I felt this was the most effective teaching as students learn so much more when they are challenged to research and discover information themselves. The feelings of frustration then turn to feelings of feeling proud when you are able to complete the assignment successfully. I also appreciated the positive feedback and constructive suggestions. Discussions about feedback being such a powerful influence on student learning were reinforced in readings such as Gibbs & Simpson’s article, Conditions under which assessment supports students’ learning.
Next Steps
I don’t think it was coincidental that on the day before this reflection was due, we had our first school wide technology committee meeting of the year. This was an opportunity for a group of like- minded teachers and administrators who are passionate about ways to creating teaching and learning opportunities in terms of integrating technology in meaningful ways to share ideas and start creating short term and long term goals for our school community. I feel that the 565A MET course has helped me feel more confident and prepared in using a variety of technology skills and made the possibility of teaching online more of a reality. As an Elementary teacher, I still haven’t had this opportunity but knowing that as more and more online courses are being offered, that I may have this opportunity in the future and this course has helped me to be much more prepared. One of my goals is to become more involved in the online social media community of sharing professionally with others. I appreciated having the opportunity to learn more about Twitter and other social media tools in this course.
In my current role working as part of a Learning Commons team in our school library, I am one of the leaders in sharing technology tools, platforms and applications to the school community. We have created a website to share technology and library resource information with teachers, students and parents. One component of our website is the use of blogs to share news, ie, a description of a new educational app, or a successful lesson. We also have a Student Tool Kit section to help with different skills such as digital presentations, internet research, study skills, learning styles etc. Here is an example; Student ToolKit; Notetaking.
In my role as the Teacher Librarian/PYP Curriculum Coordinator, I am constantly working collaboratively with students and teachers in effective ways of integrating technology into the curriculum. At the moment I am working with the Grade 5 students on developing research skills. A large part of my role is to also constantly work with students on responsible use of technology through digital citizenship.
As I finish and upload this reflection onto my ePortfolio, this will mark my halfway point through the MET Masters Program. I have learnt so much throughout the first five courses with 565A giving me a very concrete foundation in the use and application of digital tools. I am very excited to continue building on my knowledge throughout the second half of the MET Program.
References
Anderson, T. (2008). “Teaching in and Online Learning Context.” In: Anderson, T.&Elloumi,F. Theory and Practice of Online Learning. Athabasca University. Chapter 11, pages 273-294.
Anderson, T. (2008a). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Edmonton AB: Athabasca University.
Bates A. W. & Poole, G. (2003). A framework for selecting and using technology. In A.W. Bates & G. Poole,Effective teaching with technology in higher education (pp. 75-108). San Francisco: Jossey-Bass.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education.American Association for Higher Education Bulletin, 39(7), 3-7. Retrieved from http://www.aahea.org/articles/sevenprinciples1987.htm
Chickering, A. W., & Ehrmann, S., C. (1996). Implementing the seven principles: Technology as lever.American Association for Higher Education Bulletin, 49(2), 3-6. Retrieved from http://www.aahea.org/articles/sevenprinciples.htm
Dufour, Richard.(2014). Harnessing the Power of PLCS. In Educational Leadership. ASCD. Retrieved from http://www.ascd.org/publications/educational-leadership/may14/vol71/num08/Harnessing-the-Power-of-PLCs.aspx
Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1(1), 3-31. Retrieved from http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf
Making the PYP Happen: A curriculum framework for International Primary Education, International Baccalaureate Organization. 2009. United Kingdom; Peterson Press.
Perkins, M., & Pfaffman, J. (2006). Using a course management system to improve classroom communication. Science Teacher, 73(7), 33-37. Retrieved from http://2010082
Secker, Jane. (2008). Social software, libraries and distance learners: literature review. University of London. Retrieved from http://eprints.lse.ac.uk/4058/