Technology Skills as a Professional Teacher
The media,
resources, and activities in this course have significantly contributed to my
growth in technology skills as a professional teacher in several ways. I have seen growth in enhancing my digital
literacy and tool proficiency. Exposure
to various EdTech platforms has strengthened my ability to integrate technology
into my daily instruction. Specifically,
making my blog and adding activities, media, and resources to the blog was a
meaningful experience that I could integrate into my classroom. As stated by Richardson (2010), we are no
longer limited to being independent readers or consumers of information; as
we'll see, we can also be collaborators in the creation of large storehouses of
information. Making my blog and the RSS
feed aggregator opened my eyes to the possibilities of integrating this tool
into my classroom and the significance it would bring to the lives of my
students. As noted by Tucker (2014), teachers
can create a 21st-century context for learning by taking students out into the
world, by bringing the world into the classroom, and by creating opportunities
for students to collaboratively interact with each other. One way of accomplishing this task is by
employing the use of the Internet to connect Web 2.0 technology and 21st-century
skills (Tucker, 2014).
This course has also
helped me gain confidence in emerging technologies and helped me improve my lesson
design and implementation, leading to higher engagement. Interactive media resources, such as podcasts,
have provided insights into creating more engaging and visually appealing
lesson plans. As Cox (2024) explains, incorporating
podcasts into the classroom can enrich the educational experience for both
students and teachers. The benefits are impactful, from enhancing engagement
and accessibility to catering to diverse learning styles. As a high school math teacher, I often shied
away from various new technologies thinking I could not adapt the resource for
math. However, this course has helped
show me that podcasts, blogs, X (formerly Twitter) and other tools can and
should be implemented in all classes, including the math classrooms.
Integrating Technology and the
Teaching Process
Through this
course, I have absorbed a deeper understanding of how technology enhances both
teaching and learning by making education more interactive, personalized, and
accessible. My knowledge has expanded in
understanding the role of technology in active learning. I have learned how the role of the teacher
shifts as technology is integrated into the classroom, moving from the teacher
being the sole knowledge provider to helping facilitate the learning for
students to explore concepts independently.
Interactive tools also helped promote active learning, such as VR,
simulations, and gamification. The gamification
of activities has significantly increased engagement, collaboration, and
teamwork in my classroom. Singh (2023)
adds that teachers have discovered creative ways to attract students, boost
motivation, and encourage active learning by adapting gaming mechanics in
educational contexts. We have played
Family Feud, Jeopardy, Bingo, connect 4, and many other creative spins on math
games in my classroom and I have seen significant results that prove technology
enhances active learning. By continuously
adapting to new technological advancements, I can create a dynamic,
student-centered learning environment that prepares students with the critical
skills needed for the 21st century.
Web 2.0 Tool Integration
I have learned many
Web 2.0 tools throughout this course, but the one that I would like to implement
in my classroom is the use of Screen casting and Flip (formerly Flipgrid). Flip is a video discussion platform that
allows students to create and share video responses. Screen casting is a way to enhance your video
by capturing what students are doing on their computers and adding audio
narration. I would like to use it as a discussion tool to help foster
mathematical discourse. A roadblock to
its implementation could be students who are uncomfortable recording themselves
on video because of privacy concerns or lack of self-confidence. A solution to this could be to allow students
to record audio-only responses with screen casting or use avatars instead of filming
themselves. Another solution would be to
create a safe and inclusive environment and a classroom culture where students feel
supported and heard. Flip and screen
casting aligns with several 21st-century skills and ISTE Standards for
Students, including communication and collaboration (ISTE Standard: Creative
Communicator), critical thinking and digital literacy (ISTE Standard: Knowledge
Constructor), and creativity and innovation (ISTE Standard: Innovative Designer). This tool also supports ISTE Standards for
Teachers, including facilitator, designer, and collaborator.
Smart Goals
My first smart goal is to integrate a blended
learning approach by combining face-to-face instruction with online learning
tools to create a more personalized and flexible learning environment. At least 80% of my lessons will incorporate
digital Web 2.0 tools including Google Classroom, flip, podcasts, blogs, screencasting,
Ed Puzzle, and Kahoot. I will continue
to develop my skills by attending professional development workshops and experimenting
with new emerging technology. This goal
aligns with 21st-century learning needs by fostering independence and active
learning. By the end of two years, my
classroom will be a full blending learning environment with regular student
engagement with the implementation of digital Web 2.0 tools.
My
second smart goal is to implement Project-Based Learning that encourages
students to problem solve, work on real-world problems, collaborate, and
develop critical thinking skills. At least
three major projects per year will be designed around real-world math problems,
incorporating digital collaboration tools and technology. I will begin redesigning one assessment per
quarter to a project-based learning assignment, which will ensure a gradual
transition. This goal prepares students
for future workplaces, where teamwork and problem-solving skills are
critical. By the end of two years, my curriculum
will be redesigned to incorporate project-based learning for every other
chapter including technology-based projects that are essential to helping our
students become college and career-ready.
Potential Research Focus
One of the biggest dilemmas I face in my
professional practice is balancing the use of technology to enhance student
engagement while limiting distractions with technology devices. While technology offers many opportunities
for collaboration, active learning, creativity, and more, it also presents
challenges such as shortened attention spans, digital distractions, passive
learning, and an increase in cheating.
Research on this topic could provide practical strategies for teachers
to create a balanced and engaging environment while incorporating technology
that helps to develop academic and digital literacy skills.
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