Reflection

During the past weeks, my eyes have been opened to a world full of technology. Before beginning this class, I would have classified myself as a blogging novice. I had created a blog once or twice, but my eyes have been opened to an entirely new use for it in my classroom. I had never heard of RSS aggregators and I didn't realize how powerful creating a wiki could be in terms of collaboration. Podcasting was new to me as well. Though I had heard of podcasting, I was completely unfamiliar with how it was done and the purposes it could serve in a classroom. I have been transformed over the last eight weeks in my technological abilities. I have experienced success and a deeper understanding from using each of these technologies.

One of the biggest eye openers came from reading Prensky's articles. He makes the distinction between digital natives and digital immigrants. Prensky describes digital natives as people extremely familiar with computers and the Internet, as well as video games. These learners are adept at multitasking and networking. While digital immigrants also use technology, it is not second nature as it is for a native. Immigrants revert to old, more familiar, ways of doing things because they think differently than digital natives and have different learning preferences and styles (Prensky, 2001).

My perspectives about teaching changed as I gained this new knowledge. I recognized that I am a digital immigrant forcing my digital native students to conform to my ways. No longer can my classroom be a teacher-centered environment. I must shift the focus to student-centered, project based learning as described by Dr. Thornburg (Laureate, 2008). According to Tom Krucli, this allows students to take charge of their own learning promoting increased success and confidence (Laureate, 2010). Jeff Houston makes the point that embracing these technologies in the classroom allows teachers to reach all learning styles which will allow every student to experience success (Laureate, 2008).

Being a teacher requires a commitment to life-long learning. I will continue to grow and develop as an educator as I practice using these new technologies and as I find ways to implement them successfully in my lessons. I am still a technological novice, but the very nature of these tools allows me to network like my students to find answers to my own questions. Teachers are now facilitators responsible for modeling how to find information and for helping students determine the meaning and credibility of what they find (Laureate, 2010).

   

Over the next two years, I would like to reach two goals. I want to incorporate more meaningful technology into my lessons and assume the role of a facilitator instead of continuing with my teacher-centered approaches. I plan to focus on meeting my first goal by carefully redesigning my lessons so that technology is being used for learning in a meaningful and project centered manner. I don't want to use technology solely to impress my students; I want them to use it to impress themselves. In order to accomplish my second goal, I will need to learn how to step back and relinquish control. I can no longer continue with teacher driven learning activities. I need to allow my students to take responsibility for their own learning and help them find meaning in their discoveries through this process.  

References

Laureate Education, Inc. (2010). Understanding the Impact of Technology on Education, Work, & Society. "The Changing Role of the Classroom, Part 2." Baltimore: Author.

Laureate Education, Inc. (2010). Understanding the Impact of Technology on Education, Work, & Society. "Bringing the Fun into Teaching with Technology." Baltimore: Author.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).