EDTECH 504 Reflection

Reflecting on my experience in completing all of the course readings and assignments for EDTECH 504 (Theoretical Foundation of Educational Technology), I consider what I have learned and how I can apply this knowledge in my own teaching. My undergraduate degree is not in education; therefore, I did not have much exposure or background knowledge of learning theory prior to taking this class. Perhaps the most important thing I learned this semester was simply gaining an understanding of learning theories and how they can be applied to the understanding of the learning process that occurs through the use of different pedagogical approaches. Along with this newly gained foundation, I have learned the value of understanding learning theory in assessing different tools and approaches.

My thoughts about teaching have been impacted in that I no longer simply teach a certain way or use a particular tool without thinking about how the learning process it employs can be explained within the framework of a certain theory. I no longer only think about what is being learned. I also think about how it is being learned.

I will definitely use the skills and ideas from this class in my teaching and professional practice. The focus of my research paper was on social learning theories such as connectivism and communities of practice. I am impressed by the way these theories can be applied to learning through technology tools. I will implement specific tools in my teaching to promote learning through social connections such as blogs, social network sites, and chat threads.

STANDARD 3: UTILIZATION: Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.

Assignment – One page paper on a particular learning theory

In completing this assignment, I was able to meet the standard Identify major theoretical schools of thought by describing how Vygotsky’s sociocultural learning theory falls within the major school of thought of cognitivism and forms the basis of social constructivism.

Assignment – Synthesis Paper

This assignment allowed me to demonstrate mastery in describing and accounting for the origins of major theories and their influence on educational technology by explaining in my paper how Vygotsky’s ideas have shaped and influenced the creation of theories such as connectivism and communities of practice. These theories influence technology by encouraging learning through social connections. I was also able to contextualize emerging theories of learning within the framework of advancing technological innovations by using theory to explain the learning that occurs through the use of collaborative technology tools.

Assignment – Discussion Three

            In this assignment, I was able to apply educational technology theories to practical development contexts by identifying specific technology tools that could be implemented in teaching to promote the theoretical ideas of connectivism and communities of practice.

PBL - Post Project Evaluation

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The culminating event is over, the project presentations have been presented, groups and peers have been evaluated, reflection journals are in. Is the PBL experience really over? Absolutely not. One of the most powerful forms of assessment and project evaluation is the post project reflection.

As described by the prompt above, one of the most important parts of any PBL is the post-project reflection. Reflecting on how things went will allow you to make necessary changes in order to strengthen the project the next time it is used. PBL learning is ongoing and projects are constantly evaluated and changed in order to create the best products and achieve the desired learning goals.

Who will you involve in the process?

In order for a post-project evaluation to be successful, I think there should be representation from all three major groups represented. This would mean gaining helpful feedback from teachers, students, and authentic audience participants. Having feedback from each of these areas will provide a full picture of the project from all perspectives and points of view.

What will your process look like?

For me, a post-project evaluation would include some type of assessment to be completed by all participants. This would most likely be an online evaluation of some kind. The questions on the evaluation would seek their opinion on strengths and weaknesses of the project and prompt them to provide suggestions for improvements. In order to get more in depth feedback, I would select at least one (maybe two) representatives from the three areas described above to participate in an informal interview. The interviews could be conducted one-on-one or in a group format. This would allow better communication and exchange of ideas for improvement.

Is it just a one-time assessment?

This definitely should not be a one-time assessment. An assessment of this type should take place every time the project is completed. There will always be room for improvement and no project design will ever be perfect. In addition to conducting the type of assessment at the end of the project, it might be helpful to conduct a similar type of assessment in the middle of a project to make adjustments that will give the most successful end results.

Becoming an Effective Facilitator

In this blog post, I will answer some questions that examine what it means to be a facilitator in PBL instruction.

Will my role in the teaching/learning process change?
The teacher's role will change many times throughout the completion of a PBL project. There will be times when direct instruction is required. There will be other times that require the teacher to facilitate learning by helping students acquire information on their own. Finding the right balance is a challenge that must be negotiated carefully for a PBL project to be successful.

What are the skills of effective facilitation?

An effective facilitator manages and oversees the project while still allowing the students to find information on their own. As outlined by BIE, a good facilitator helps to create a culture of inquiry in the classroom. This can be accomplished through a number of different techniques including but not limited to: providing resources, modeling, conducting workshops, and providing additional learning experiences.

Will the students develop the competencies and skills needed to be successful?

If the project is well designed and managed, the students should be able to develop the skills they need to be successful. Assessments throughout the project as well as informal evaluation will allow the teacher to gauge how well the students are doing. The flexible nature of PBL allows the teacher to make changes if necessary.

What changes will you need to make in order to become an effective facilitator in your PBL unit?

In order to become an effective facilitator, I will first need to keep in mind that the project should be student-centered and allow the students to make significant decisions in shaping the project. I will also need to do a good job of managing inquiry by continuing to spur the students toward accomplishing the goals and mastering the skills and standards set forth.

Designing Integrated Curriculum

The best project based curriculum is usually integrated in order to combine several different subject areas. This makes sense when you consider that project based learning is meant to be authentic and replicate real world problems. Real world problems are not isolated to a specific content area. Solving these types of problems requires a diverse set of skills.

As described in the above video, designing integrated curriculum must be intentional. It takes a great amount of teamwork and planning. As the principal describes, integrated curriculum design does not work well with teachers who prefer to "shut their door" and do everything on their own. In order to make this integrated approach successful in a school, you would need to have "buy in" from all of the teachers involved. I think you can achieve this by building the case of the positives provided by the approach.

I think there are two major benefits for teachers in integrated curriculum design:

In many ways, integrated design is easier on the teachers. Some would argue that designing integrated curriculum is harder because it involves a ton of planning and preparation. I propose that this type of approach is easier in that teachers can work together and help each other. Teachers can share resources and ideas. In the video, Cheryl Hibbein describes this as working smarter instead of working harder.

Integrated design also creates a shared accountability. When teachers work together to design projects, they are all equally invested in the success of their students. Without this type of approach, teachers can feel isolated and "on an island." This type of stress can have a negative effect on instruction and student learning.

If the teachers at a school understand these benefits, I think they will be more likely to "buy in" to the integrated approach and allow the successful implementation of this type of project based learning. In addition to the benefits provided to teachers, there are numerous benefits provided to students through this approach. These include but are not limited to knowledge retention and heightened interest. These benefits should also influence teacher "buy in." 

Developing an Effective Assessment Plan

In a well balanced and effective assessment plan for project based learning, the students should play a significant role in the creation of standards and goals. I have tried to keep this in mind in the development of an assessment plan for my school radio news station project. The assessment plan should meet the key principles as outlines by "What Kids Can Do" organization. Below is a description of how I have tried to address each of the key areas:

Assessment is for students.
The creation of the radio station is a tangible product that provides the students with a sense of ownership. The news station will benefit the students by raising community awareness for school news and events. A sense of ownership will also be fostered as the groups themselves will decide on appropriate length and content of the broadcasts. In this way, the students will create their own assessment goals.

Assessment is faithful to the work students actually do.
The ongoing class blog will provide students an opportunity for ongoing assessement in which students can continue to demonstrate their skills and knowledge. The blog, the script peer review, and other assessements will drive student progress and benefit the end product.

Assessment is public.
The principle probably needs some more attention in the plan that I have come up with so far. I will need to come up with ideas to keep the assessment goals visible and in the front of the students' minds as the project goes along. Student goals will definitely be included in the summative assessment for the radio broadcast. The teacher will conduct some of the assessment. Peer reviews will also take place. I will probably include some type of subject major expert to be included in the assessment plan also.

Assessment promotes ongoing self-reflection and critical inquiry.
The assessment plan will remain flexible and will be subject to change throughout the process. The technical standards for the project will mirror those of professionals in the field in terms of audio quality, editing, and use of technology tools.