Reflection on course 6710 at Walden University

            The media, resources, and activities have helped me develop my own technology skills inside my classroom. The most important aspect that it has impacted is the forward thinking of how the technology that is integrated into my classroom will enhance the students’ 21^st-century skills. Many times, teachers will incorporate technology in the classroom because it is fun. I have done this, as well, but now what I start to consider is how it is improve the students academically and socially. When today's students enter their post-education professional lives, odds are pretty good that they will be asked to work with others from around the globe collaboratively to create content for diverse and wide-ranging audiences. Odds are also pretty good that they are going to need to read and write effectively in linked environments as they locate, analyze, remix, and share the best, most relevant content online for their own learning (Richardson, 2010). Technology cannot just be fun; it needs to be influential. When creating a lesson and implementing technology, not only do I look to see if it meets a standard of learning, but I make sure it will influence my students’ futures by implementing 21^st-century skills.

            I have deepened my knowledge of the teaching and learning process with integrating technology in the classroom. Many times, there have been instances where I am not willing to consider using technology because it seems outdated. Just because something was created several years ago, does not mean that it still cannot be used as an instrumental tool inside the classroom. Specifically, blogs, Twitter, and wikis. In my eleven years of teaching, I have never embraced their value in the classroom. By completing this course, I see their value in the skills that they will teach my students. The Read/Write Web makes it easy for students to produce work in truly collaborative ways for large audiences. That work can have real purpose and real meaning for the audience that reads and consumes it. Information created and published in this way takes on a new social context that requires us to change the way we think about what we ask our students to produce, not as something to be “finished” but as something to be added to and refined by those outside the classroom who may interact with it (Richardson, 2010). While embracing all three tools – blogs, Twitter, and wikis – students not only worked toward the standards of the course, but they contributed to the society around them by demonstrating knowledge in the content, poise in their writing skills, and the ability to communicate and collaborate with those around us. As an educator, I will continue to embrace old and new technology for the benefit of my students. I will not constantly chase the newest and the “shiniest” type of technology. The wiki that was created in this class has already created a wonderful platform for my school to collaborate and communicate. I can see it in my school’s future for a long time.

            Although I said I would not constantly chase the newest and the “shiniest” type of technology, I also will not stop embracing new technology. One of the newer types of technology that I anticipate using in my classroom is Flipgrid. I know that Flipgrid has been around for a minute, and my students probably already know their way around it, but I have always been intimidated by it, because I put myself in the shoes of my students. I was the type of students who was embarrassed to put myself out there in front of my peers. I viewed Flipgrid as just that. This will be a potential roadblock for my classroom. Because I am an online educator, the demographic of my school is very broad. We have many students who have joined us because of the COVID pandemic, but just as equally, we have students who have joined us because they struggle with issues such as anxiety and depression. I cannot get my students to open their cameras or unmute, let alone post a video of themselves for the rest of the class to see. If I can get students to feel more comfortable with the content they are presenting, and maybe demonstrate what it is like to put myself out there, I may find more success with its application. Flipgrid can be a great way for students to learn many of the 21st century skills that are required. Essential 21^st century learning skills are identified as: Learning and Innovation skills including
collaboration, communication, critical thinking, and creativity; Life and Career skills; and Information, Media, and Technological skills (California Department of Education, 2021). Flipgrid specifically facilitates growth in communication, critical thinking, and creativity. Not only does it improve 21^st century skills, it meets many standards within education. Flipgrid meets the ISTE standards for students empowers the learner (1.1), produces responsible digital citizens (1.2), creates computational thinkers (1.5), and much more (International Society for Technology, 2016). As a teacher, when I embrace tools like Flipgrid, I am meeting ISTE standards for educators, as well. Flipgrid allows me the opportunity to be a leader and support my students success (2.2), inspire my students to positively contribute in the digital world (2.3) and design learner-driven activities (2.6) (International Society for Technology, 2016).

            I have many goals for myself and my students. I have an engagement goal: I will increase student engagement to at least 80% participation by utilizing various technologies and teaching tools that will engage the students and monitor participation. The goal will be completed by May 27, 2022. I have been measuring my students’ engagement by using different technologies, such as Lumio and Nearpod. These tools are fantastic ways to measure engagement, when majority of my students will not open their cameras. I can give opportunities for my students to respond throughout the whole lesson. I have a writing goal: 80% of students will write a multi-paragraph essay with clear focused ideas using verifiable, supporting details, examples, and correct grammar and mechanics -- scoring 75% or higher -- by May 27, 2022. To accomplish this goal, students will be given a plethora of writing lessons, activities, and assessments. This will not be implemented just once in my course, but throughout the course. It will be measures through rubrics and outcomes built inside Canvas. My last goal is a reading goal: 80% of students will increase their Reading Inventory score by at least 100 points by May 27,2022 as measured by the Reading Inventory Test. This will ensure that the students are given materials that are within their realm of comprehension and will help measure their growth in reading throughout the year.

            In my brief experience at Walden University, the courses have given me much more knowledge for my students and myself to be more successful. An issue that I want to continue to study would be differentiation of instruction. The classroom can be a very diverse place. It needs to be a place where students can thrive, even with their individual weaknesses. There is not a one size fits all approach to addressing the needs of diverse learners. Educators are compelled to assess each individual learner and understand the strengths and weaknesses of that learner. “Excellent teachers have always been students of their students, understanding that they cannot teach well unless they know their students” (Dack & Tomlinson, 2015, p.14). My MSED specialization is technology integration, and technology can be a huge asset to differentiating instructions. This is something I am going to continue to study during my time at Walden University. 

References

California Department of Education. (2021, March 2). Retrieved from Partnership for 21st

century skills:  https://www.cde.ca.gov/eo/in/cr/p21cskls.asp

 Dack, H. & Tomlinson, C.(2015). Inviting all students to learn. Educational Leadership, 72(6), 11-15.

International Society for Technology in Education (ISTE). (2016b) ISTE standards for students.

https://www.iste.org/standards/for-students.

International Society for Technology in Education (ISTE). (2016b) ISTE standards for

educators. https://www.iste.org/standards/for-educators.

 Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms

(3^rd ed.). Thousand Oaks, CA: Corwin.