Part I - Written Reflection
Under the most current national science standards, technology should be paired with inquiry-based learning to prepare students for the demands of the 21st century. Digital literacy can no longer be viewed as a luxury afforded by our best and brightest teachers, but rather a necessary skill as so many people acquire information from internet-based sources. Science and technology will continue to shape our everyday lives and our students will need skills and knowledge to effectively navigate the overwhelming stream of unfiltered information and social interactions. In this class, we used the relative advantage model to select and safely apply technology-based strategies to content specific learning goals and developed several engaging standards-based lessons that addressed appropriate use of digital and social tools, critical consumption of content and innovative demonstrations of knowledge.
This class really honed my technology integration skills to design lessons which I intend to actually use. I am about half-way through the MET program and this is the first class that I really felt comfortable assessing and selecting a wide variety of tools. In the past, I chose a recommended tool from the list, spent a considerable amount of time learning how it worked and then proceeded to force its fit with my lesson ideas; in this class, I created accounts, tested and abandoned nearly as many technologies as I used. I truly applied the AECT standards for Design, Development and Utilization, as each lesson attended instructional strategies, general learner traits, message delivery and development in conjunction with well-matched technology for the learning objectives. (See AECT page)
Science is essentially a constructivist process with elements of social consensus building. I have been gradually moving toward a more student-centered classroom with more opportunities for exploration, investigation and concept construction. Throughout this course, I deliberately chose resources and tools that allowed students to collaborate, create, and share their products in a variety of ways while engaging them in relevant and provocative problems.
I have been resistant to social networking in the classroom, primarily because I am old and do not seem to value constant contact with my peers in the same manner my students do. However, I do cherish diverse perspectives and I appreciate drawing on the expertise of those outside my classroom. Science depends on peer review to challenge and strengthen hypotheses and theories. The days of one teacher, one text, are, rightfully, gone and my students will truly benefit from more productive interactions with each other and the world. This means I need to embrace social networking a little more and actively seek opportunities to expand students’ perceptions, address their misconceptions, and connect their ideas and actions to the rest of the globe. Creative and collaborative solutions for the future will involve the contributions of many individuals and groups working across social, political and economical barriers. Hopefully, I can help my students be prepared for an active role.
Part II - Self Assessment
Content-Outstanding
95/100 – I took time to reflect on the material for each section, constructed and edited well-conceived posts with clear connections to my profession. I took off a few points because I may have included more specifics about my individual classroom practices rather than just the generalization of school or education.
Readings and Resources-Outstanding
35/35 - I read the recommended readings and researched each topic well beyond course readings and wrote posts that incorporated contemporary and quality resources which were consistently cited under APA guidelines.
Timeliness-Outstanding
25/25 - I consistently posted early in the week and received lots of feedback. I did, however, have one late post due to a death in the family, which impacted the last two weeks of the course.
Responses to other students-Proficient
26/30 – I responded to at least two other students each week and I deliberately choose students who had not already received feedback. I carefully read each post I responded to, but generally gave solid feedback. On a couple of occasions, however, I felt I was really struggling to add valuable comments.
Final Score 181/190
Under the most current national science standards, technology should be paired with inquiry-based learning to prepare students for the demands of the 21st century. Digital literacy can no longer be viewed as a luxury afforded by our best and brightest teachers, but rather a necessary skill as so many people acquire information from internet-based sources. Science and technology will continue to shape our everyday lives and our students will need skills and knowledge to effectively navigate the overwhelming stream of unfiltered information and social interactions. In this class, we used the relative advantage model to select and safely apply technology-based strategies to content specific learning goals and developed several engaging standards-based lessons that addressed appropriate use of digital and social tools, critical consumption of content and innovative demonstrations of knowledge.
This class really honed my technology integration skills to design lessons which I intend to actually use. I am about half-way through the MET program and this is the first class that I really felt comfortable assessing and selecting a wide variety of tools. In the past, I chose a recommended tool from the list, spent a considerable amount of time learning how it worked and then proceeded to force its fit with my lesson ideas; in this class, I created accounts, tested and abandoned nearly as many technologies as I used. I truly applied the AECT standards for Design, Development and Utilization, as each lesson attended instructional strategies, general learner traits, message delivery and development in conjunction with well-matched technology for the learning objectives. (See AECT page)
Science is essentially a constructivist process with elements of social consensus building. I have been gradually moving toward a more student-centered classroom with more opportunities for exploration, investigation and concept construction. Throughout this course, I deliberately chose resources and tools that allowed students to collaborate, create, and share their products in a variety of ways while engaging them in relevant and provocative problems.
I have been resistant to social networking in the classroom, primarily because I am old and do not seem to value constant contact with my peers in the same manner my students do. However, I do cherish diverse perspectives and I appreciate drawing on the expertise of those outside my classroom. Science depends on peer review to challenge and strengthen hypotheses and theories. The days of one teacher, one text, are, rightfully, gone and my students will truly benefit from more productive interactions with each other and the world. This means I need to embrace social networking a little more and actively seek opportunities to expand students’ perceptions, address their misconceptions, and connect their ideas and actions to the rest of the globe. Creative and collaborative solutions for the future will involve the contributions of many individuals and groups working across social, political and economical barriers. Hopefully, I can help my students be prepared for an active role.
Part II - Self Assessment
Content-Outstanding
95/100 – I took time to reflect on the material for each section, constructed and edited well-conceived posts with clear connections to my profession. I took off a few points because I may have included more specifics about my individual classroom practices rather than just the generalization of school or education.
Readings and Resources-Outstanding
35/35 - I read the recommended readings and researched each topic well beyond course readings and wrote posts that incorporated contemporary and quality resources which were consistently cited under APA guidelines.
Timeliness-Outstanding
25/25 - I consistently posted early in the week and received lots of feedback. I did, however, have one late post due to a death in the family, which impacted the last two weeks of the course.
Responses to other students-Proficient
26/30 – I responded to at least two other students each week and I deliberately choose students who had not already received feedback. I carefully read each post I responded to, but generally gave solid feedback. On a couple of occasions, however, I felt I was really struggling to add valuable comments.
Final Score 181/190