ITSE1 EDTC6433 Resolution Reflection

ITSE1 EDTC6433 Resolution Reflection

The use of technology in my third grade classroom immediately increases engagement among my students and evokes a sense of excitement and possibility. There is so much value in this engagement. It is conducive to creating a thriving classroom environment leading to substantial learning.  Through my research I have answered my question regarding how I can best use technology to innovatively and creatively enrich what we are already learning through self-preparedness and confidence, intentionality, and creativity.

The ISTE standard of using technology to advance student learning, creativity, and innovation (ITSE1) is something I hope to meet and exceed this year, in a relevant and valuable manner. The question I have been exploring is how best can I use technology to innovatively supplement and enrich what we are already learning? I am constantly looking for ways to get students more excited and invested in what we are learning. That excitement is conducive to powerful, engaging lessons. My question led me to explore how I could create this innovative and creative environment through lessons that I must teach, and through the curriculum my district has adopted. I previously associated technology as adding something to my overly full plate; however, through my research and interaction with my colleague’s research I have found that this is not necessarily the case. It is entirely possible to use technology to supplement and enrich what I would be teaching anyway.

Through my research I found that the use of technology is connected to academic achievement (Robin, 2008). This allowed me to rethink my perspective of considering the use of student centric technology to be a deterrent from all of the content that much be covered. When technology is used with intentionality, and when the teacher is comfortable and skillful using technology, it does nothing but enrich student learning. Perhaps my reluctance to utilize technological resources in the past stems from a lack of “familiarity and confidence” with various mediums. (Pucket, Cabuk 2004). With educational technology constantly growing and changing, in order to use resources to support student achievement, I must be proficient and comfortable with the resources. This knowledge has allowed me to rethink my reluctance and reevaluate myself and understand that powerful technology integration starts with me obtaining the confidence to utilize it as a teaching tool.

I have learned a multitude of creative and innovative ways to incorporate technology authentically in my daily lessons from articles that teachers in my learning circle have shared. For example, I specifically learned more about WebQuest, which uses teacher chosen, and specific scaffolding, and provided problems (Wang & Hannafin, 2008). This would allow me to be extremely intentional to ensure that the use of WebQuest aligns entirely with my student target to support a lesson. This article was posted by Vanessa Oh, and has inspired me to use WebQuest both in my classroom, and afterschool groups. This would not detract from what I must accomplish in a day; in fact, it would do the exact opposite. It would actually strengthen my lesson, and perhaps even have the ability to create an environment in which all students feel excited and successful while participating in a lesson. Another fellow teacher, Katie Adams, posted an article in which it addresses how students can be inventive and creative in their learning. This allowed me to consider options in which to use technology to create “collaborative learning, group work, and accessibility” (Mazur, Brown, Jacobsen. 2015.) Formerly, I have considered the use of technology as relatively individualized in my classroom, but this sparked my interest in using technology as a tool for students to collaborate and inquire in small groups. This article actually inspired a lesson I am teaching next week that allows students in table groups to explore culture and identity using sources I have picked on their tablets. This aligns with and enriches a lessons I will be teaching anyway, and perfectly answers my triggering question regarding whether or not it is possible to use technology to enrich a lesson I would be teaching anyway.

Through the research of my colleagues, and my individual research I have answered my question regarding how I can best use technology to innovatively and creatively enrich what we are already learning. This prospect is entirely possible, and can take place very authentically without detracting from what must be covered, but rather, enriching these educational experiences.

References

Judge, S., Puckett, K., &Cabuk, B. (2004).. Journal of Research on Technology in Education 36. 383-396. Retrieved October 7, 2016, from http://www.eric.edu.gove/ERICDocs/data/ericdocs2sql/content.

Robin, B. (2008).  Digital Storytelling: A Powerful Technology Tool for the 21^st Century Classroom. Retrieved October 8, 2016 from https://canvas.spu.edu/courses/10314/files/271987?module_item_id=101733.

Mazur, A., Brown, B., Jacobsen, M., (2015) Learning Designs using Flipped Classroom Instruction. Retrieved October 6, 2016 from http://www.cjlt.ca/index.php/cjlt/article/view/26977

Wang, F.& Hannafin. (2008) Integrating Webquests in preservice teacher education. Educational Media International. 45 (1), 59-73.

Webquest Explained by Students