What I Learned, Implemented, and Plan to Grow from this Semester...

This semester, I have become increasingly more aware of the need to implement technology effectively; with the advent of educational reform on the horizon, it is necessary for me as a teacher to inhabit new spaces other than the “bricks and mortar classroom,” recalibrating social networking spaces like Twitter, Facebook to fit into the curriculum (Connected Learners, http://www.innovativelearning.com/).

Similarly, it is critical for me to reconsider the educational possibilities of sources like Wikipedia; this site was once regarded by teachers merely as a jumping off point instead of an academic source. Wikipedia is now a collaborative learning and research information source that is edited and checked by the majority, far more comprehensive and up-to-date than traditional textbooks (Richardson 61-6). In fact, one important shift I need to consider is the movement away from textbooks to a collaborative class wiki project, which creates a community, builds a sense of ownership, leads to greater participation and understanding, and the ability to learn to work with peers (Richardson 28,74; Recesso and Orrill 237).

Another way my future teaching will be affected will be the way that computers will change class management and the involvement of the community. For example, I suspect that a few years into my teaching career, there will be far fewer actual student “documents” to turn in as the shift to computers will allow for tools like e-portfolios, online courses, school websites and online filing cabinets (Richardson 21). As a teacher, I will be able to invite parents, colleagues and the community into my classroom with updates and highlights about day-to-day student activities whether it is a photo presentation about a field trip my students went on, or a video about a project that students have completed (103). Of course these new Internet experiences will at first require a letter home to parents explaining the lesson plan and asking permission (11) but pretty soon, it will be as simple as sending a quick email to parents or updating the class website to keep the community in the loop about Internet activities (Recesso and Orrill 195).

The use of blogs in the classroom will serve as the beginning of my implementation of technology and role of ‘designer’ of the learning experience and ‘facilitator’ of learning (49). My lesson plans will have to be planned in advance to ensure student computer time is efficient and rewarding. One idea the text gave me was to aspire to join forces with another teacher from another location; the purpose of this connection would to allow my students to become long-distance keypals to write or blog about corresponding texts. The students can discuss thematic elements, narrative style, historical significance and share their ideas with each other, responding to each others’ journal writing, all the while learning about technology and possibly even building friendships (Richardson 28). Because blogs allow students who usually wouldn’t participate to provide their viewpoint (31) and serves to provide teachers with an avenue to respond constructively to student posts (Recesso and Orrill 242), I will be sure to design lessons that will first have a classroom discussion component and then pose a problem with clues. This will allow students to independently respond through a blog. The final collaboration will be students responding critically to students and then a class discussion to talk about solutions and conflicts that arose (Nelson 113). The journey that students must take will involve the synthesis of class discussion and the text, forcing higher connections in their learning (Richardson 31). Teachers as designers and facilitators no longer expect students to memorize facts but strive to help students to understand concepts by simulation, reaching higher levels on Bloom’s taxonomy (Nelson 34). I hope to engage students in meaningful learning and application as the teacher in the video “Middle School Reading Instruction: Integrating Technology” did; allowing students to connect ancient texts to modern devices. For example, by titling my project “Bard Meets Blog,” I wanted to highlight the importance of bringing traditional texts alive with the endless possibilities of technology. If my class is a Shakespeare course, I will ask students to write their own modern day version of Romeo and Juliet and have them back-up their plot and language decisions. Similarly I want to allow them to comment on each others’ stories and perhaps apply a critical glance at the texts before they act them out.

My future as a teacher is bright; I believe I will be able to successfully evaluate technology for the purposes of effective learning, ensuring I’m not integrating ‘edutainment’ (Recesso and Orrill 234) but valuable, authentic and practical learning situations that will construct learning and meet state and classroom standards (70). As a teacher I believe I have failed unless I relay the importance of technological tools as well as content in my classroom. I am very excited about the challenges that await my students and me.