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| The Perfect Online Teacher I Strive to Become |
As I come to the close of another course for my master’s
degree at Walden University, I wanted to share some thoughts about what I have
learned and where I will take my classroom from here. To start I would like to begin by looking at
the technology I have been made much more aware of in terms of its use in a
classroom.
Blogs – Though they
were not new to me, I did not realize how much potential they have for student
learning. Between the coursework and my
own findings, I have thought of dozens of applications for them. To name a few we have scientific journaling,
a lab notebook that cannot be lost, and a discussion forum that will work not
only between classes, but also between schools and even countries. It was nice to discover how much
administrative power we can still have in terms of access as well. Blogs will definitely be a part of my new
classroom.
Wikis – These
were a technology that I had not spent time with outside of Wikipedia. I now see them as an incredible tool to
foster collaboration among students.
Again, I really liked the administrative options available, especially the
power to see who posted what and when. I
have big plans for using Wikis in the immediate future with my classes.
Podcasts – This was
another area I have very little experience with. It was great to find useable freeware for
editing and recording as well as posting. This is another one of those
resources that would be a great outlet for students who may otherwise opt out
of written assignments. Podcasts also
got me excited about looking into video editing for a classroom activity as
well.
Beyond the actual technology I have been introduced to, I
have deepened my knowledge of teaching in several ways. The most important of these has to be the
realization that there are many more things that go into teaching than just
covering content. In order to be an
effective, and current, educator, we need to be able to teach skills relevant
to the 21st century (see my post on the Partnership for 21st
Century Skills). We must also prepare
our students for a future filled with ever-advancing technology by holding them
accountable to the National Education Standards for Technology (NETS) as
defined by ISTE (see ISTE.org). These
are not just more to-do lists to throw up on a classroom wall, as
implementation of these will require a complete metamorphosis of the class and
the way it is taught. As difficult as
that will be, I have also realized that it is a necessity on a system-wide
scale if education is to become relevant again.
One of the things that this change entails is a realization
that a classic teacher-centered classroom, with the teacher up front constantly
guiding the students, is not the best way any longer (if ever). Instead, we need to shift to a way of
teaching that is based around the students guiding the learning, rather than
following a teacher. Technology and
implementation of 21st century skills can foster this transition
naturally. However, it will be something
that will take a lot of time and trials to truly master. It must also be noted that this does not mean
a teacher kicks back and relaxes. On the
contrary, our roll shifts into one where we actively guide students through the
learning instead of preach from a pulpit.
In some ways this can actually be harder than the standard model as we
need to be much more aware of where students are at and what they need help
with (as opposed to teaching them all the same).
Most of the knowledge I have acquired in this class has been
only skin-deep; a quick glance into what and how I should be teaching. I am not knocking the class, just realizing
that there is only so much they can show us in eight weeks. Instead, a door has been opened that I must
walk through on my own in order to affect student achievement. The first step to this will be gathering more
resources and knowledge. Already, I have
found several great blogs and websites that offer many great ideas. Perhaps more effective than independent
research would be the building of a community of colleagues who share a passion
for technology integration and 21st century skills. However, both of these steps will be
irrelevant if I do not immediately vow to practice and implement things into my
classroom. I have a belief that
technology begets technology in the same way that knowledge begets
knowledge. In other words, the more I
practice, the more I will learn, and the more I will use them more. Additionally, I need to vow to freshen things
up each year. I cannot be content with
doing the same activity the same way each year.
After dusting off each one, I need to look at where new technology and
skills can be applied.
I believe the biggest stumbling block to the integration of
many of the things I have discussed is the lack of technology and internet
access in my district. In order to
overcome this, I have set two goals for the next couple of years. The first is to convince my district to begin
using, and invest in, wireless technologies.
As of now, there are no wireless networks in the district. Most teachers have a laptop computer, but it
must be plugged into an Ethernet port in order to get internet access. In thinking about student use, and the rapid
pace technology is moving, I believe wireless technology is imperative for my
district. This will mean compiling data
to convince them that wireless networks are viable, safe, and cost effective,
especially with N-wireless now readily available. The second goal I am setting is to find a
grant in order to get more computer access for my students. Two (and a half) computer labs for 600
students does not cut it in today’s technological world. The best option would be access to a Computer
On Wheels (COW) cart, which is essentially a wireless hub with laptops that
locks. This way the school would have
greater access and they would be much more user friendly for science classes
where we can use laptops in a lab setting.
I can see that this course will certainly change the way I
teach my classes. As I look back at the
checklist we completed during the first week of class, I see many areas where I
said I “rarely” or “sometimes” do something that I will now do much more
frequently. Tying into the goals I just
set above, I will make it a priority to: “Participate in developing a vision
for technology integration” (Walden University, 2011), in my school and
district. This is something that I
previously never thought of getting involved with, but now see as a requirement
for furthering my student’s education. Another
area I see a change is how I: “Collaborate with students to explore and
evaluate new and emerging technologies and investigate how these tools can be
used to solve problems in real world environments” (2011). Technology is not always a part of my
curriculum, let alone emerging technologies.
However, through programs that this course has shown me and other things
I have seen and wish to explore further, I believe I can get students involved
in the online community to make real steps in impacting our community and
world.
Resources:
Walden University (2011). Assessment checklist for
technology integration practices. Minneapolis, MN: Author.
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