Reflection Essay
When I was first looking for a graduate program to join, I was trying to find a program that was a good fit for my professional goals, but could also be completed in a short amount of time. I needed something that was flexible with my schedule to allow me to continue to coach volleyball at my high school, but I knew that after eleven years of teaching it was time to work on my professional growth. University of Maryland University College gave me the flexibility I needed. I was please that my goals were in alignment with UMUC's Conceptual Framework.
"Through innovative online instruction and dynamic field-based experiences, candidates not only experience education that reaches beyond these boundaries, they also are prepared to implement transformational instruction in their own classroom" (UMUC, 2013).
During my courses I really feel like I was able to exemplify this statement and bring new information learned into my classroom and school to share with others. By taking courses I was also introduced to the International Society for Technology in Education (ISTE) Coach Standards. As I move forward and use my Instructional Technology degree, these Standards, along with the UMUC Conceptual Framework, will continue to be reflected in my classroom.
1. Visionary Leadership
When I think about why I don't use technology that much in my classroom it is because my students don't normally have access to technology that we can use in the classroom on a regular bases. "Technology Coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment" (ISTE, 2011). The first step for me to fulfill this standard is to help make sure we have instructional devices in the classroom for students. We are fortunate enough to have a Bring Your Own Device policy in our school, but every student doesn't always have access to that device everyday. In EDTC 630, Administration of Technology: Planning, Budgeting, and Evaluation, I looked at writing my first grant. Finding ways to fund strategies to support implementation is an important indicator in this standard (ISTE, 2011). In this class I also created a Classroom Technology Plan, where I "implemented strategies for initiating and sustaining technology innovations and managed the change process in schools and classrooms" (ISTE, 2011). Even in this plan the need for more technology in the classroom was necessary, reinforcing the need to find funding to support technology in the classroom.
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When I started this program, we were required to make a webpage for EDTC 600, Foundations of Technology in Teaching and Learning. I was very proud of the work I put into the page and I was able to communicate with my students in a way I have never done before. I posted notes and homework daily so that when students were absent or if they forgot work, they had a way outside the classroom to get the work digitally. As I progressed and the school had us switch to using Canvas, I took what I had learned in EDTC 600 to a new level. I am now able to fully "contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support the digital-age education for all students." I now post videos of review worksheets and notes worked out, and I still post homework and notes, but I also require my students to do discussion posts so that they are able to continue their education beyond the walls of the school.
EDTC 600 Webpage
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Canvas Site
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As I continue to reflect, I still need to work on parts of the indicators in this standard where they suggest to contributing more to the actual development of this shared vision on the district level. I have done a good job of implementing my vision in my classroom, but need to do it on a wider level in the future.
2. Teaching, Learning, and Assessments
From the beginning of my teaching career, I believe that I have been very diligent in differentiating instruction and effectively assessing students. With the power of technology I know that I have become more confident in my ability to help students learn and to assess them. I also have been given the skills through course work to assist other teachers "in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant and engaging learning experiences for all students" (2011). For my Algebra 1 team Professional Learning Community (PLC) I take on the responsibility of helping the team look closely at data to see how we can improve our instructional practices to maximize student learning (ISTE, 2011). EDTC 615, Using Technology for Instructional Improvement: Research, Data, and Best Practices helped to reinforce what I had been doing for a long time. It encouraged me to share my data tracking sheet with my PLC group. Each test question is analyzed individually to see how each student did and then compared to the class and then also grouped by Common Core Standard so we can see if students are making growth in certain standards.
Individual Student Questions
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Common Core Standards
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In EDTC 620, Technology in K-12 Education: Synchronous, Asynchronous and Multimedia Technologies, we were asked to write our opening autobiography/welcome to the class by using pictures. Each year I have my students write autobiographies. This year in one class I have a large population of ESOL students. I decided to use technology in a different way for them and instead of writing a paper to turn in, they were able to turn in a Google Doc using pictures that represented predetermined questions about their life.
One of my favorite projects to work on during the program came in EDTC 610, Web-Based Teaching and Learning: Design and Pedagogy. We were put in groups from different disciplines and were asked to make collaborative project that was either a "local or globally interdisciplinary unit in which technology helped students assume professional roles, research real-world problems, collaborate with others and produce projects that are meaningful and useful to a wide audience"(ISTE, 2011). Our group chose to have students work on a project on Global Warming. I also created a math unit project on System of Equations where I had to research the best practices that could be used while designing the technology-based enhanced lesson (ISTE, 2011).
While I feel like I have accomplished a lot in this standard there are some indicators that I am still working on. This year with the use of Canvas, I want to assess my students using a rich variety of formative and summative tools (ISTE, 2011). I plan to use more online quizzes, where I can continue to work on differentiating materials for students. I want to also to create more projects where students have the freedom to use technology to enhance their learning experience.
One of my favorite projects to work on during the program came in EDTC 610, Web-Based Teaching and Learning: Design and Pedagogy. We were put in groups from different disciplines and were asked to make collaborative project that was either a "local or globally interdisciplinary unit in which technology helped students assume professional roles, research real-world problems, collaborate with others and produce projects that are meaningful and useful to a wide audience"(ISTE, 2011). Our group chose to have students work on a project on Global Warming. I also created a math unit project on System of Equations where I had to research the best practices that could be used while designing the technology-based enhanced lesson (ISTE, 2011).
While I feel like I have accomplished a lot in this standard there are some indicators that I am still working on. This year with the use of Canvas, I want to assess my students using a rich variety of formative and summative tools (ISTE, 2011). I plan to use more online quizzes, where I can continue to work on differentiating materials for students. I want to also to create more projects where students have the freedom to use technology to enhance their learning experience.
3. Digital Age Learning Environments
My number one goal is to make sure that all of my students are learning to the best of their ability. Preparing students for the 21st century is a major skill that I need to instill in my students. Use ISTE Standard 3 it is also my job to "create an support effective digital age learning environments to maximize the learning of all students" (2011). Last year in my class I had a student who was in a wheelchair with very limited mobility with his hands. As an IEP team we came to the conclusion that he was going to need Assistive Technology (AT) to help meet his educational needs. I was excited to sit in on this meeting as I was currently enrolled in EDTC 625, Hardware and Software in Instructional Technology. I learned about different iPad options for the student and how he could share his answers in different classes just be speaking and having the words translated into a document.
In the future, I would like to use the knowledge learned in a variety of classes on blended learning and the flipped classroom. I know of some teachers who have tried one or both of these methods and it works for some classes and some students, and not for others. Out of all the different tools and strategies we have learned about, this is one that I would like to explore more. Giving students the power to learn material at home and then come into the classroom to use and dive deeper into topics would be an amazing opportunity for students. This also fits with the UMUC Conceptual Framework by integrating creativity, innovativeness and adaptability into promoting opportunities for deep learning (2013). At this point I think my students would do best with the Blended Learning model versus the Flipped Classroom. I think the Blended Learning model would fit better with my school population and administrative support. My project From Canvas to Blended Learning demonstrates how teachers in my district could use Canvas to turn their classroom into a Blended Learning environment for students. Through the use of WebQuests and Weebly sites I have a good foundation of tools I can share with my students to give them a chance to learn some material on their own, while also having some in class instruction.
In my classroom I continue to use apps like Remind and Canvas to share information with parents and students quickly. I text (using Remind) my students their homework every night and make sure they know of upcoming tests and quizzes. I use Canvas to post notes, homework and videos to share with students and parents. My videos are also public on YouTube on my own channel so I know that students in other classes have used them to study for upcoming tests and quizzes.
I would like to work with my administration and other teachers to select and evaluate digital tools and resources to enhance learning (ISTE, 2011). I think from this graduate program I have a good understanding of tools that students may be interested in and I would like to continue to learn from others tools that can be used to help all students in my classroom be more engaged and more successful.
In my classroom I continue to use apps like Remind and Canvas to share information with parents and students quickly. I text (using Remind) my students their homework every night and make sure they know of upcoming tests and quizzes. I use Canvas to post notes, homework and videos to share with students and parents. My videos are also public on YouTube on my own channel so I know that students in other classes have used them to study for upcoming tests and quizzes.
I would like to work with my administration and other teachers to select and evaluate digital tools and resources to enhance learning (ISTE, 2011). I think from this graduate program I have a good understanding of tools that students may be interested in and I would like to continue to learn from others tools that can be used to help all students in my classroom be more engaged and more successful.
4. Professional Development and Program Evaluation
Often times when the school year starts administration looks for teachers to volunteer to help lead different committees. While I have always felt very comfortable leading in my classroom, I haven't felt the same leading for the school. This ISTE standard asks coaches to "conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practices and student learning" (2011). By taking EDTC 640, Leading Technology Change in Schools, I was able to see that I could lead a school or even system wide discussion on technology change in schools. During this class I was able to model to of the indicators in this ISTE standard. I conducted a needs assessment to find out that teachers in my school needed more support and help with how to use Canvas, our new Learning Management System. After that I designed and developed a plan that would help with adult learning (ISTE, 2011). While I still have not carried out an actual technology professional development (PD) session, I have conducted a PD session on effective questioning in math. Taking this course gave me the confidence that I was able to share my vision on a topic with other educators. I find myself when I go to PD evaluating how the session will deepen my knowledge for the content and how I can also deepen my students learning from what I have learned.
5. Digital Citizenship
Before taking courses, digital citizenship is something I took for granted. I assumed that students, adults, even myself knew all the protocols of the Internet. We use it everyday. Why wouldn't we know? What I found out is that there is so much to learn and according to ISTE, "technology coaches model and promote digital citizenship" (2011). During EDTC 605, Teaching Information and Media Literacies in the Digital World, I was able to create a project along with another student on one of the nine Digital Citizenship Elements. Below is a screenshot of the website we made to promote Digital Communication.
EDTC 605, Digital Communication. Made by Jamie Bullock and LaTasha Virigil
This really helped me see that it is not only important to educate the students on how to be digital citizens, but it is also important to inform their parents and make sure they are having safe discussions at home so that students are not only protected at school but at home as well while using digital technology. Keeping in line with the Conceptual Framework, I am able to "demonstrate selection and integration of technology to deepen and personalize student learning and to prepare students to participate actively and ethically in a digitally connected world" (2013).
Another indicator that I explored in depth under this standard was the ability to promote diversity, cultural understanding, and global awareness by using technology (ISTE, 2011). In EDTC 645, Integration of Technology: Global Perspectives, I was able to explore having my students work with a class in China to compare wealth distribution and current teen culture. I learned a lot from this class because, honestly, taking a global perspective on things isn't something I would generally pay too much attention to. If I were to do this project again for this course I would look into working with a school from Nigeria. Since I have so many students from Nigeria in Algebra 1 classes, I would like to be able to relate some of the content I am teaching to something they can relate to from their home country.
Another indicator that I explored in depth under this standard was the ability to promote diversity, cultural understanding, and global awareness by using technology (ISTE, 2011). In EDTC 645, Integration of Technology: Global Perspectives, I was able to explore having my students work with a class in China to compare wealth distribution and current teen culture. I learned a lot from this class because, honestly, taking a global perspective on things isn't something I would generally pay too much attention to. If I were to do this project again for this course I would look into working with a school from Nigeria. Since I have so many students from Nigeria in Algebra 1 classes, I would like to be able to relate some of the content I am teaching to something they can relate to from their home country.
6. Content Knowledge and Professional Growth
Because I teach courses that are always state tested, I found myself wanting to try new techniques in my classroom, but unable to find the time to implement changes. "Technology Coaches demonstrate professional knowledge, skills, and disposition in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise" (ISTE, 2011). Since starting this graduate program I have found myself wanting to attend workshops on technology and even getting other staff members to attend with me. I joined the National Council of Teachers of Mathematics so I can also stay current on new topics in my pedagogical area related to technology.
By taking EDTC 650, Teaching and Learning in the K-12 Virtual Schools, I was introduced to the world of Virtual Schools. In my undergraduate program, I took a class where the professor was teaching our class at the school but it was shared to other students at different colleges. That was my first introduction to a class like that in 2003. At the high school I taught at in North Carolina we had a computer lab set up for students who were just taking classes virtually online. I had never really given thought to being one of those teachers, but after taking EDTC 650 I realized that I would really enjoy continuing my professional growth by obtaining a job in a virtual school.
By taking EDTC 650, Teaching and Learning in the K-12 Virtual Schools, I was introduced to the world of Virtual Schools. In my undergraduate program, I took a class where the professor was teaching our class at the school but it was shared to other students at different colleges. That was my first introduction to a class like that in 2003. At the high school I taught at in North Carolina we had a computer lab set up for students who were just taking classes virtually online. I had never really given thought to being one of those teachers, but after taking EDTC 650 I realized that I would really enjoy continuing my professional growth by obtaining a job in a virtual school.
As a teacher I am always looking for ways to make sure my classroom is keeping up with the 21st century and by working on my content knowledge and continuing my personal professional growth I know I can do that. Taking this course has also inspired me to look into pursuing another masters degree in Distance Education and E-Learning.
Conclusion
The past two and half years have flown by and I am so thankful for each and every experiences I have had in this program. As I look back I can see that I have met the UMUC's Graduate School's Professional Education Unit vision by now being more of a globally aware educator, working toward having my students work at high level of learning and now possessing the skills needed to help be committed to the concept of teaching and leading beyond boundaries (UMUC, 2013). An area I can continue to work on is making sure I prompt a positive change in technology integration for the whole school and not just for myself or my department. I want to make sure I am finding ways to be on different technology committees at the school level first and then expanding to more of the county level. I think it is so important to make sure that all teachers are educated on how to use technology effectively in their classroom so that we are able to pass on to our students the 21st century skills they need to be successful in the real world.
References
International Society of Technology in Education [(ISTE)/National Council of the Accreditation of Teacher Education (NCATE)]. (2011). Technology coach program standards. Retrieved from http://www.iste.org/docs/pdfs/ncate-tech-coaches-standards.pdf?sfvrsn=4
UMUC. (December 2013). Conceptual framework: teaching and leading beyond boundaries.
UMUC. (2014). UMUC MEd instruction technology student handbook. Retrieved from https://www.umuc.edu/documents/upload/med-student-handbook-2014.pdf
UMUC. (December 2013). Conceptual framework: teaching and leading beyond boundaries.
UMUC. (2014). UMUC MEd instruction technology student handbook. Retrieved from https://www.umuc.edu/documents/upload/med-student-handbook-2014.pdf
