Apply and Discover 11.1

By putting many of the concepts of this course into action, I’ve found myself changing as a teacher.  I have tried to remain current with my knowledge of available technology, so the difference for me was not so much in learning about new tools (although I do have a few new ones in the ol’ toolbox) but instead about changing the way I use that technology—or more specifically, the ways in which I encourage my students to use technology. 

I’ve become much more flexible in letting students explore the ways in which technology works for them, instead of expecting everyone to use it in a particular way (my way).  I am the kind of person who, by nature, likes things a certain way; I’m organized and linear and in the past I’ve kind of expected everyone else to be too.   But more and more over the past couple of months, I’ve found myself saying to my students, “Whatever works best for you.”  Or, instead of leading them through certain steps, I’ll point out a bunch of resources at the beginning of class and say, “Use these to help you as you work, and let me know when you need me.” This has transformed my classroom by allowing students to capitalize on their own learning styles, and has given me the freedom to interact with students one-on-one. It allows to watch students as they are in the process of applying skills; I can intervene when I need to, provide additional supports, and get a better grasp of where students are struggling.

These changes in my approach are a direct result of gaining a better understanding “digital natives.” Schrum and Levin (2009) argue that 21^st century skills include “flexibility, adaptability, initiative, self-direction, social and cross-cultural skills, productivity and accountability, leadership, and responsibility” (p.31).  I found myself asking how much I really show that I value those skills, and I wondered about the ways in which I can teach and encourage them within the realm of the classroom.

As a result, technology becomes not the target itself, but instead the vehicle through which students can learn not only content-area skills, but also all of the other skills that will be needed in a future that has yet to be determined.  Lessons and curriculum units must be designed with the perspective that technology is merely a tool used to reach other targets, whether the goal is learning to analyze literature or learning self-direction (or both).  Many of the tools we learned about in EDU 533 demonstrate this concept when used correctly.  By using a WebQuest, for example, students not only master content-area standards, but must self-initiate to work through the process at their own pace, access resources, solve problems along the way, and help each other.  As Schrum and Levin (2009) put it, “You can…let [students] discover for themselves, not just tell them” (p.85)  In other words, students become active in the learning process, which cements their learning.  

Although most of my learning in this course impacts classroom practice in my role as teacher, it also helps me as I continue on the path towards an administrative role.  As many of us have pointed out in the discussion board, administrator support is essential for teachers when it comes to technology.  I know that if or when I become an administrator, modeling the use of technology will be one important step.  Maintaining a blog, using wikis for communication, and sharing resources are all ways to show support.  A sense of understanding and empathy for teachers trying something new will also be important in encouraging others to step out of their comfort zones. 

In just the short time since I began this course, I’ve already seen many changes in myself as a teacher.  And I feel like the transformation just beginning.  This is one course that will continue to impact my beliefs and practices long after it has ended. 

Resource:

Schrum, Lynne, and Barbara B. Levin. Leading 21st century schools: harnessing technology for engagement and achievement. Thousand Oaks, Calif.: Corwin, 2009. Print.