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1. How
have you grown in your applications of educational technology from the
beginning of this course of study until your reflections preparing this
culminating project? When I decided to start my Master’s
in the field of Educational Technology, I was hoping to learn of new ways to
apply technology into the classroom and strengthen the knowledge and skills I
already possessed. I was able to do
this and much more. This program
introduced me to new types of technology, ways to use technology to foster an
effective classroom, and new ways to use the technology to which I had
access. I was also reintroduced to the
legal, social, and ethical issues that surround technology and schooling
today along with educational theories and practices that I had begun to
forget. In all of
the classes throughout this program, educational theories and laws were
discussed to an extent. Through
discussing traditional and progressive theories, I was reminded of ways that I
can create a classroom that fosters students’ learning through a combination
of both kinds of theories. Progressive
and traditional theories can overlap each other and can reinforce and
strengthen each other. Students can be
grouped by level and heterogeneously mattering on what is being taught and
how. Topics can be covered in depth
while still allowing students to be active learners and evaluated by their
progress (Ackerman, 2003). I was also
reintroduced to many of the policies and laws, such as No Child Left Behind
Act, Individuals with Disabilities Education Act, and Section 504 of the
Rehabilitation Act, that I have not been personally exposed to since I
graduated with my Bachelor’s in 2002.
I was reminded of the provisions put in effect to protect individuals
with disabilities, who are those people with physical and mental impairments
that significantly affect major life activities. These acts provided provisions that called
for all students to be treated fairly and to be taught in the least restrictive
environment. They called for
implementation and development of individualized education plans and 504
plans for all students considered to have a disability. The plans had to provide guidelines for
discipline, parental informed consent, strategies to be implemented by the
general and special educators to help the students work to their fullest, and
any other services the student would be provided (Bullock, 2002). Throughout
the Educational Technology program, I also learned of new technology one can
apply to the classroom and how the technology I already use could be used for
education. Through having the
opportunity to partake in my classes online, I was able to learn how to use
discussion boards, chat rooms, and email to effectively participate in a
class. I had to learn to use all the
technology involved in the online class and I began to think how discussion
boards and blogs could be used in my classroom to
foster open communication and learning.
I learned how intricate an online class could be and strengthened my
knowledge of how to upload files and data to a private site online. There was also talk from my fellow
classmates about the use of Smartboards in a
classroom. Until the start of this
program, I was unsure of what a Smartboard was and
how it could be used in the classroom.
I now look forward to having one in my future classroom and being able
to use it to increase my students’ motivation and learning. I was aware
that many students use assistive technology to improve their learning, but I
was unsure what assistive technology was out there. In EDU 582, Mainstreaming Special
Education, I not only learned about the different provisions and different
categories of individuals with disabilities, but also learned about different
assistive technology students can use.
Assistive technology can range from low technology to high
technology. Low technology can include
items such as pencil grips, note takers, picture cards, canes, and lined or
graph paper. I have utilized many of
the low technology solutions with my students. Several of my students have permission to
use pencil grips, and I suggest many of my students use graph paper when
solving multi-digit addition, subtraction, multiplication, and division
problems. High technology solutions
can include such items as notebook computers and audio tape recorders to take
notes, text readers, and walkers or wheelchairs (Mastropieri
& Scruggs, 2007). When student
teaching, I allowed several of my students to type their work on Alpha Smarts
to assist in their note taking, answering essay questions, and creating of
reports. Before this
program, I used Word for the majority of my educational needs. I allow my students to type their papers,
notes, projects, and spelling lists using Word as a great tool. I had used PowerPoint and Excel to increase
my own productivity, but had not thought of ways they could be used with the
students and to improve my own teaching.
I now use Excel and PowerPoint, among other programs, to improve my
teaching and my students’ learning, which is discussed in further depth in
the later guiding questions. In EDU 580,
Productivity Tools and Curriculum Applications, we were asked to create a
PowerPoint presentation that would enhance our instruction. Through this project, I was able to grow in
my knowledge and understanding of how PowerPoint could be used. The assignment required us to use various
aspects of PowerPoint I had not used and allowed me to create a mini-unit for
multiplication that I can use in my classroom in various ways (See Appendix
A). By using the many
effects and other elements of PowerPoint, I have learned how to create
demonstrations that present the information in an interesting, attention
grabbing manner. I have also used
PowerPoint to increase my productivity, to create interactive activities, and
to foster collaboration among colleagues; these are discussed in later
questions. We were also
given the opportunity to increase our knowledge of Excel in EDU 580 and EDU
553, Computers in the Classroom and Curriculum. In EDU 553, we were asked to
create a grade book for our classroom.
This allowed me to investigate how to enter and average data on
Excel. In EDU 580, we were asked to
investigate Excel even further by creating a small research project on a
certain aspect of testing. We had to
not only find averages, but work with multiple equations Excel offers. This allowed me to grow in my understanding
of Excel by forcing me to investigate the program to a much greater
extent. This project also allowed me
to investigate and learn the best way to import an Excel chart into a Word
document (See Appendix B). I have become
reliant on the Internet for many aspects of my life, but never truly
understood how creating a web site could be beneficial to me. I was unsure how to begin making one or
what should be included. In EDU 553,
Computers in the Classroom and Curriculum, and in EDU 577, Educational
Computing – Theory and Practice, I was asked to create a website. The EDU 553 web site asked me to create 10
linked web pages on any educational topic I choose. It showed me how to create a web site to
portray what I wanted and how to interconnect pages throughout my web
site. In EDU 577, we were asked to
tweak the website we created previously so it was more professional and a
skeleton for our portfolio website.
This allowed me to see how a website could be used to organize a
portfolio and the flaws in the one I had created previously. Since then, I have created a professional
portfolio online for me to share with potential employees when applying for a
job and interviewing. I have also
created a classroom website, which is also linked to my professional
portfolio, which I can use when I have a classroom of my own (See Appendix
C). Educational
technology is “a combination of the process and tools involved in addressing
educational needs and problems, with an emphasis on applying the most current
tools: computers and other electronic technologies” (Roblyer,
2006, p.6). Throughout the taking of my course for the Educational Technology
program, I have grown as an educator and a professional. This program has helped me to improve upon
my use of technology in various ways.
I have learned how educational technology can create an active learning
environment that is relevant to my students.
I have grown in my knowledge and application of diverse learning
experiences that can be fostered when educational technology is used. Technology can be used as a motivator, a
learning tool, a productivity tool, and as an assistive tool to those
students who need it. I have many of
the skills I need to become a life long learner and continue my growth in
technology as the opportunities present themselves. |