This chapter discussed issues that were very relevant to my job. The big message in this chapter was the disconnect between the type of learning digital natives are receiving in school opposed to what they experience outside of school. This belief is not new to me that’s the reason I enrolled in this program. The textbook mentions the disconnect facilitators and leaders will find as this standard is implemented. I believe there is a disconnect because, as far as my experience is concerned, students rarely use technology for anything except texting, social networking, and downloading music. I’ve never seen a student use Google Earth, Animoto, or any other web tools, unless it was an assignment. “Today’s students not only desire but need engaging, media-rich learning experiences to maximize their learning potential.” (Williamson & Redish, 2009) I agree that students “need” engaging learning opportunities but I’m not sure they “desire” it. Also, I think the motivation behind student success in dealing with any type of educational experience has a lot to do with all of the educational stakeholders, not just the teacher. “Business community members, parents, government officials, and educators are concerned that schools are not preparing students for life, work, and learning after high school.” (Williamson & Redish, 2009) With views like this, there will be a continuous loss of quality teaching. Majority of the information presented in this standard was useful to my professional growth, especially the importance of becoming involved in some aspect of curriculum planning. Much of the topics covered were not new. I knew that there needed to be a unified acceptance of technology into curriculum by all educational stakeholders. I didn’t think it was as important that parents know the specifics of the state technology standards, but they need to know that they do exist. I also knew that the technology standards had to directly align with the local curriculum in order for students to become successful. As a facilitator, I didn’t have that much trouble getting my co-workers to use new types of technology to assist students with modifications. Many of the programs I told them about could also be used with their regular students and it was something different form the norm. It was difficult trying to plan lessons that were aligned with certain level standards. Being a core teacher and trying to prepare for tests and benchmark was hard to manage. Because many of the teachers generally, know the direction education is going with technology, it wasn’t an issue when discussing how the curriculum needs to be aligned with the technology standards. As with change, you might have trouble trying to convince others that it will be good, even if the results aren’t immediate.
To discuss the need for alignment was an easy task when dealing with a few people in an informal setting. Addressing the same needs on a larger scale is difficult. Many of my conversations were with small groups of teachers. I wanted to get a general overview of how aware they were with the issue and if it was a concern to them. Any discussion I had with co-workers that dealt with strategies they could use in the classroom was well received. Mainly because they could apply the strategies immediately and adjust them as needed. On a couple of instances, I emailed links to articles concerning new information that could help teachers integrate technology into their practices and I received feedback, but I wasn’t sure if they actually used the information. I had trouble in this phase of the internship because I felt like a salesman trying to push a product. I like the interaction but I didn’t want to force information on my co-worker. This only occurred when discussing curriculum. I think it can be hard to understand if you are not directly involved in the process and many of the teachers weren’t. I’m more of a tactile learner, so when the subject dealt with classroom strategies and teaching problem solving skills, this was easier. I could actually show people how to do theses things and how to modify the process if needed. “Facilitators must model best practices for teachers when they deliver professional learning opportunities or when they teach students in classrooms.” (Williamson & Redish, 2009) Plus I’m not removed from the classroom, so I can relate to the problems teachers face on a daily basis. I can say I did enjoy my communication with my co-workers. Sometimes our discussion led into other aspects of education. I learned that you need to have a strategy when dealing with some educational topics or your message will not be well received. I think I will need to have drinks and snacks to ease teachers into the topic. Any discussion that could help with teaching strategies, technology integration, or adapting instruction for students with modifications was well accepted.
In the future, the main adjustment I will have to make will be my approach. When discussing curriculum, it will be hard to transform that into a kinesthetic experience. It will be more of an auditory and visual experience. I think I will have the go the presentation route, but I will use something different besides Microsoft PowerPoint. Also, I will need to become more involved in different aspects of the curriculum. By knowing more, I can translate and relay the information easier to co-workers who were once like me. Based on previous conversations, the area of curriculum will be a topic where more emphasis will need to be placed on my part. I realized that I get bored with the topic after awhile, so I could be relaying the same information to my co-workers when I discuss the information. I also realized that in the area of adaptive technology, there are many tools that can be used. As I move into the leadership role, it will be important to become more involved in learning about the different aspects of curriculum. I may have to join a committee that looks at new curricular materials, especially since there will be new state mandated test. I also will need to serve on a design team to teach how to integrate and use different media based tools since I have a background in Radio/Television.
References
Willamson, J., & Redish, T. (2009). Iste’s technology facilitation and leadership standards, what every k-12 leader should know and be able to do. (p59). Eugene , OR
Willamson, J., & Redish, T. (2009). Iste’s technology facilitation and leadership standards, what every k-12 leader should know and be able to do. (p60). Eugene , OR
Willamson, J., & Redish, T. (2009). Iste’s technology facilitation and leadership standards, what every k-12 leader should know and be able to do. (p66). Eugene , OR
No comments:
Post a Comment