Reflection...

As my current graduate course, “Understanding the Impact of Technology on Education, Work, and Society”, comes to a close, I have decided to take some time and reflect on how my pedagogy and skills have changed in regards to technology.  In particular, how I will further integrate technology into my own classroom, while looking at my role as a teacher in a whole new light.

This course has been an experience that has changed the way I view technology’s impact in all areas of my life.  In the beginning, I  assessed the technology  skills that I already possessed – both in and out of the classroom.  Was I a “digital native”, “digital immigrant”, or somewhere in between (Laureate, 2011)?  After looking at the definitions of each, I found that it was less crucial to find out where I fell on the spectrum and more important to look who my students were.  Their early exposure to technology has shaped the way they learn.  And although I had exposure to computers, Internet, etc., by the time I reached high school, the impact technology had on my schooling was no where near where it is for students today.  Today’s 21st-century learners come into the classroom starving for technology-rich instruction and tools to engage them and cater to their learning preferences.  With this in mind, all teachers, myself included, need to take a critical look at what they are doing in order to feed this need.

The learning process has shifted for the 21st-century learners in our classrooms.  Therefore, our teaching needs to reflect this change.  The International Society for Technology in Education [ISTE] has created NETS (ISTE, 2007) for both students and teachers that outline technology goals for each of these roles in the classroom. 

The NETS for students focus on getting them ready for the changing workforce - focusing on creativity, collaboration, critical thinking, and using tech tools appropriately and accurately.  The NETS for teachers look at what educators can do to get them there.   The teacher NETS also outline what we can do to make the shift from a teacher-centered environment to a learner-centered one.  We need to facilitate learning rather than direct it, becoming models and guides for technology use.

Throughout this course, I have been exposed to technology tools that were new to me.  I had read and subscribed to blogs, listened to podcasts, etc., prior to this course, but was never involved in their creation.  Discovering how to use these tools (along with collaborating on a wiki) has been eye opening.  Creating this blog was incredibly empowering, engaging, and fun!  I found myself getting caught up for hours working out the kinks and making everything look just so.  I spent hours on my podcast, making it easily accessible to my listeners.  When what you create has the world as its audience, there are no limits to what one can do.  This realization has made me understand the impact of using these tools as learning outlets in the classroom.  If I could feel this way by utilizing these types of technology, imagine how incredible it could be for my students!  

This being said, I think it is critical to see where technology may be lacking in my own classroom, and find out how I can set goals to turn the environment into one that reflects a 21st-century mindset.  I struggle at times to become the facilitator that I need to be.  When teaching students that have significant needs, it is easy for me to want to do as much as I can to instruct them in a meaningful way.  This often includes technology integration (iPad, SMART Board, etc.), but not necessarily students using these tools to construct their own knowledge.  I want to work towards showing my students – even those with the most intensive needs – how they use technology tools to expand their communication, creativity, and functional skills.

Another goal I would like to set for myself is to become a continuous, lifelong learner when it comes to technology.  With the speed at which technology is moving, I must be prepared to keep pace with the inevitable shifts that are taking place.  Technology changes from day-to-day and minute-to-minute, and I want to stay on top of it all.  Following technology blogs, paying attention to current technology trends, etc., can help us all in doing so.  I also want to work with my colleagues – who may all be at different stages of technology utilization and integration, working towards how we can make our school a more successful beacon for technology.  By collaborating and communicating with those on a professional level, I can hold my colleagues accountable for making sure we are using technology in our classrooms to the fullest extent (and they can do the same for me).

“Tools are an extension of human capability – a tool alone does not function until it is used properly” (Keengwe, Onchwari, & Wachira, 2008).  This statement reflects what I have come to realize in regards to technology and my role in the classroom.  The tools are all around me.  For my students with special needs, my role and purpose is to make these tools as accessible and learner-centered as possible. 

References:
International Society of Technology in Education (ISTE):  Nets for Students 2007 http://www.iste.org/standards/nets-for-students/nets-for-students-2007.aspx
International Society of Technology in Education (ISTE):  Nets for Teachers 2008 http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx
Keengwee, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to help support meaningful learning. AACE Journal 16(1), 77-92.
Laureate Education, Inc. (Executive Producer). (2011). Debate: Digital natives vs. digital immigrants. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2011). The changing role of the classroom teacher:  Part 1. Baltimore: Author.