Ed Tech 502: The Internet for Educators

Please find my final collection of course projects here, on the EdTech2 server.

This course had the following objectives:

• Locate, retrieve, and evaluate information found on the Internet.
• Design and produce instructional Web pages using a combination of software and HTML/CSS code.
• Apply appropriate instructional strategies and models to the design of digital curriculum.

After completing the various tasks and projects using Adobe Dreamweaver and Fireworks we were able to:

• create Web pages using HTML;
• develop Web pages using CSS templates;
• create a default page for a website;
• apply file management skills to maintain local and remote Web site files and folders;
• write HTML and CSS code correctly so that it validates under W3C standards;
• copy and paste code into a Web page;
• write CSS to position Web page content;
• write and apply an external CSS style sheet to multiple Web pages;
• write and apply alternative style sheets;
• create a navigation menu for multiple Web pages;
• create graphics in the appropriate format for Web pages;
• modify images using image editing software;
• insert images correctly into Web pages;
• create client-side image maps;
• apply appropriate design principles to create professional looking websites;
• create accessible Web pages for individuals with disabilities;
• adhere to rules of netiquette when corresponding with others on the Internet;
• identify and apply copyright and fair use guidelines for website development;
• use Internet search tools to locate high-quality instructional content;
• develop appropriate rules of netiquette for a specified group of learners;
• develop a page of hot links to essential information about Web accessibility;
• develop an Internet scavenger hunt learning activity that integrates Internet resources;
• develop a Jigsaw cooperative learning activity that integrates Internet resources;
• develop an online learning activity for mobile devices;
• develop a WebQuest learning activity that integrates Internet resources;
• develop a virtual field trip learning activity that integrates multimedia an Internet resources.

I valued the combination of creativity and technological knowledge fostered in this course.  I also appreciated the tutorial nature of the instruction process.  Clear examples helped break down an otherwise complex web design curriculum. I am now much more confident in creating and teaching website design, and look forward to building upon my skills in this area in the near future.

School Evaluation Summary

This final project asked us to evaluate our school along the lines of its technological maturity (as delineated by the Technology Maturity Benchmarks and the accompanying Maturity Model Benchmarks Rubric).  We completed a survey about our observations and research into the technology policies, procedures, equipment, attitudes, and infrastructure at our educational institution.  Each behavior and resource was scored according to one of four benchmark stages: The Emergent Stage, The Islands Stage, The Integrated Stage, and The Intelligent Stage.  We then commented on each area of organization within the school: Administrative, Curricular, Support, Connectivity, and Innovation.  This rubric along with our summaries and examples serve to present a well-rounded picture of the current "state of technology" at our school.

Click here for my completed survey

Click here for my completed evaluation summary

I found this exercise to be refreshing and rewarding.  Although I am still a new staff member at my school, I participated in the technology committee last year and have been heavily involved in technology as a middle and high school computer studies teacher.  It was beneficial to take a step back and take stock of all the interwoven parts of the people, materials, attitudes, and behaviors surrounding technology use and planning at "Spirit Academy".  Sometimes I get so wrapped up in the day-to-day obligations of teaching that I forget about the bigger picture of the systems model of technology working throughout the entire school.  When one piece is out of place, the system is inefficient or undervalued.

In gathering evidence for this survey and discussion, I enjoyed the opportunity to review the Action Plan (our long- and short-term technology plan) and to talk to colleagues about computer use within their classrooms.  For the most part, my observations were encouraging.  I believe we are operating at an Integrated level, as our school is doing well along most lines of technology infusion.  Some of the areas for improvement include: assessment, stakeholder involvement, staff training, technical support, and embracing new technologies.

Given there is no designated Technology Coordinator at our school, it is unlikely that anyone else has recently gone through this all-encompassing reflective process. Therefore, I hope it is of value to the school, and I look forward to sharing my analysis with the administration at an appropriate time.  In the meantime, I hope to set an example for my students (and perhaps colleagues) about the power of technology in their learning experience.  Many of the changes our school should embrace need to be inspired by a shift in attitude and motivation more than anything else.  At Spirit Academy, the pieces are (generally) in place.  It's up to the users to maximize their benefit.

Technology Use Planning Overview

Developing Effective Technology Plans

Defining Technology Use Planning

Schools are eager to be cutting-edge.  Computing devices, with all their bells and whistles, can presumably launch a school into a new era and turn students into digitally-savvy 21st century learners.  This is true to some extent; however, it’s not a “magic wand” solution.  “If we build it, they will come” isn’t quite true when it comes to technology integration in a school.  Having and using technology tools effectively in a school environment is a very complex and coordinated operation.  A bit of reflection, research, and collaboration needs to take place before new initiatives are introduced.

In his article, Dr. See recommends that technology be used for teacher/student productivity, management of instruction, and curriculum applications.  He also recommends we develop technology learner outcomes in conjunction with other subject areas.  It is not a stand-alone initiative. Therefore, school building and school districts need a concrete plan to break down how all of these aspects will be addressed.

A Technology Use Plan is a professional document.  It is “a physical manifestation of a major planning effort that focused on improving all segments of instruction, using technology in a natural infusion process.” (Anderson & Perry, 1994).  It will not merely lay out data or reiterate the status quo. It will have an embedded impetus for change.  It will include action plans that propel a school forward towards better teaching and learning.  It will also be integrated into the school’s budget, curriculum, job descriptions, as well as the goals and missions of the school’s strategic long-range plan (Anderson & Perry, 1994).

Educators and administration need to be a part of it, as it will address all segments of school life. Ideally, other stakeholders such as community leaders, parents, and students should be involved in the collaboration as well.  Everyone’s voice, everyone’s wish list, and everyone’s motivations should be considered in a balanced way.

When setting up a plan, the first thing to do is to consider the starting point.  Planners need to ask themselves: In recent times, what has been going well and what hasn’t?  What are current trends within the state or district?  What are the specific needs that are not being met under the current model of technology in the school?

The next step is to establish goals.  It might be helpful to break into subcommittees to accomplish this task.  These goals need to be practical and attainable, and must be executable within a certain agreed-upon timeframe. They also need to tangibly and equitably address the needs of all participants and beneficiaries of the plan (administrators, teachers, students, and parents).

Once the plan is implemented, the committee should monitor and assess the success of the plan in relationship with its goals.  Each year, all components of the plan should be evaluated.  This includes “vendors, training of personnel, the reward structure, incentives, equipment compatibility, curriculum infusion, resource materials, professional development, public relations, administrative participation and support, auxiliary services, special needs student services, architectural requirements/modifications, networking, and financial/budgetary matters” (Anderson & Perry, 1994). This makes the document current, efficient, and effective.  This cyclical monitoring leaves no stone unturned. It also brings the plan down to earth, and ensures it’s not stuck in “brainstorming” mode.  After all, a plan isn’t really effective if it’s just rhetoric.

Effectiveness of the National Educational Technology Plan

The National Educational Technology Plan 2010 is a helpful resource for planning technology use in a school or a school district. In our society, the education sector’s two most pressing priorities right now are to increase college graduates and close the achievement gap with respect to high school graduation. To do this, innovation and efficiency are required throughout K-12 education. To transform our practice, the National Educational Technology Plan says we must a) be clear about the outcomes we seek, b) Collaborate to redesign structures and processes for effectiveness, efficiency, and flexibility, c) Continually monitor and measure our performance, and d) Hold ourselves accountable for progress and results every step of the way.   These components provide a solid structure upon which any school can build a sound plan.  The National Educational Technology Plan also makes recommendations in five essential areas of education: learning, assessment, teaching, infrastructure, and productivity.  Again, a school could adopt this framework when making their own customized plan.  The goals and proposed sets of actions provided in the document are perfect launching points.

My only suggestion to improving this document would be to provide a list of links or references to case studies or exemplar schools that are embracing various facets of their proposals.  It is helpful to see specifically how other schools are tackling these initiatives with their own technology plans.

All in all, however, this Plan can serve as a “role model” for any school. The Plan’s contents initiate discussion and serve as a repository of professional and research-based information. It offers practical suggestions and well as rationale.  It gives all schools a sense of common vision (which, of course, can be adapted according to individual demands or circumstances). No school needs to feel isolated or detached from current pedagogical trends. In addition, the breadth and structure of this resource gives something for planners to aspire to.

Short and Long-Term Planning in Dr. See’s Article

I agree with See when he says that technology plans are most effective when they are short term.  Even though his opinion is more than twenty years old, the technology turnover rate hasn’t improved by any means.  In fact, I would argue that it is even more volatile.  The market for computers, computer peripherals, network infrastructure, apps, and programs is updating rapidly.  Brand, features, and price competition changes the playing field from year to year. In addition, planned obsolescence now seems to be the norm with many technology gadgets and stand-alone software packages.  It’s difficult to plan for the unknown when it is market-driven. That is, it’s difficult to know which exact items to order, how much they will cost, and how long they will last.  It’s hard to plan these sorts of exact specifications for anything “long term” (more than a year or two).  Everything in education is dynamic.  When staffing, student population, government mandates, “best practice” determinations, and budgets are prone to change (and we expect that), why wouldn’t it be natural that technology offerings would as well? Just as an administrator doesn’t plan for needing a particular teacher by name to teach middle school math in five years time, he plans for needing someone to fill that role.  He knows the general needs of the school, and fits the supply to demand on an annual basis.

That is why See’s suggestion to tie plans to a budget cycle makes sense.  It’s a compromise of vision (educational goals) and reality (budget and personnel). Therefore, what I would propose is making two types of plans: long-term “vision” (e.g.. what do we want the specific roles of technology to be in our school?) and short-term “checklist” (e.g. what highly-rated device makes learning X most effective, and how many do we need?)  They would be written and viewed side-by-side. This plan would be visited yearly during the “rude awakening” of budget planning.  Stakeholders making these decisions would be able to alter the short term plans (in alignment with the long term plans) as needed to better suit the variables that may have changed since the previous year.

Application over Technology in Dr. See’s article

This plan also touches upon what See refers to as “output-based” and “input-based” plan models as well.  The desired student and teacher (qualitative) outcomes should determine the product- and number-focused (quantitative) plans.  That is, what a school wants to do with technology should affect what they purchase, and not vice versa. I believe this is what See means when he calls upon planners to focus on the application of technology over technology itself.  It’s easy to jump on the bandwagon and request iPads for all students, but that is not an effective plan if there’s no real “drive” behind it. Productivity or creativity goals should be set out before talking about the specifics of who, what, where, when.  (The “why” comes first.)

This kind of strategic planning also makes sure the right tools and products are being purchased.  If the art department would like to feature digital publication skills to address some of its standards, then particular software, cameras, and printers will be included in the plan.  If the science department is engaging in complex or expensive chemistry experiments, then a virtual lab might make the most sense, and certain cameras or monitors will be required to accommodate that aim.  If the foreign language department is increasing its focus on multicultural and bilingual collaboration, then networking and webcam devices can be sought after.  Every classroom will have unique needs, and every school within the district will have different priorities.  The rationale behind every teacher’s “wish list” should be considered when making a short-term plan, and every short-term plan should stand beside a long term plan.  Every expenditure of money, time, or staffing with regard to technology can and should be correlated with the “big picture” goals.

My Experience with Technology Planning

Last year I had the opportunity to stand on my school’s technology committee.  However, I felt a little bit like a fish out of water as I was just filling in the computer teacher role for a year, and was essentially asked to be part of the group by default.  It was a very interesting experience, and one that left me filled with a bit of wonder and awe.  Reflecting on that experience, I did not involve myself as much as I should have.  (I was already quite overwhelmed with teaching/planning/assessment duties and the learning curve of a first-year teacher in that domain.)  However, I now have a greater appreciation for the time, effort, collaboration, and dedication it takes to establish a technology plan at one school.

One of the first things I noticed was a very heavy focus on hardware, (e.g. what should we buy, how many, and what will it cost?)  This is exactly what See warned us against—prioritizing technology itself over its application.  Very rarely did we discuss why we needed certain machines or devices.  At the time I appreciated the fast-paced nature of this kind of decision-making.  However, I realize now that the “big picture” had been neglected during these discussions.  The long-range plans were focused more on inventory than rationale.

In a similar vein, another frustration was choosing to purchase equipment for teachers to use who seemingly had no real interest in or knowledge about technology.  Being an international school, there is a high turnover rate for teaching staff.  Each member comes in with different training, preferences, and interests.  For example, a previous teacher had made a case for the school to purchase a large amount of Smart Response clickers, but no one in the school had ever used them or cared to use them since.  That one particular year, the teacher’s wish list was considered without thinking through the implementation of this technology. There had been no professional development, and few teachers saw the benefit of taking extra time to figure it out.

I believe it is the school’s job to provide professional development opportunities about technology (as well as time and collaborative space to figure out how/when/why to use the programs, devices, etc.)   Our school might have been better off considering See’s suggestion of offering specific opportunities to promote awareness, application, integration and refinement.  This increased interest and confidence might have also led to more teachers getting involved with technology planning.

It doesn’t stop with offering professional development, however.  Our school should also require their staff to buy into it. It should not have been acceptable for a teacher to say that they just aren’t interested.  To get technology into students’ hands, it must first get into teachers’ hands.  A school should do whatever it takes to make that happen.  And staff members should need to know they must be on board. “Only when teachers are attuned appropriately to purposes of the plan, given sufficient ownership in ideas and opportunities for growth through the plan, and provided the level of training they deserve will they ensure full infusion of technological concepts into the curriculum and its related activities.” (Anderson & Perry, 1994).

A sense of “overwhelm” was prevalent in the school when it came to technology use. A good plan would have taken a closer look at that factor before worrying about the newest gadget to buy, or worrying about other private schools having iPad programs in place.

Not to sound doom and gloom, but engaging in these technology planning meetings was not as effective as it perhaps could have been.  If we had been armed with a copy of the National Educational Technology Plan 2010 (and other research), more teacher support and involvement, and a clearer vision, there is no doubt we would have created a more effective document.  Nonetheless, what we came up with was a good starting point.  Even the act of pausing to consider technology’s role in a school environment is a step in the right direction.

References

Anderson, L. & Perry,  J. (1994). Technology planning: Recipe for success. In Society for Information Technology & Teacher Education International Conference, (1994)1, 349-353. Retrieved from http://www.nctp.com/html/tp_recipe.cfm

See, J. (1992). Developing effective technology plans. The Computing Teacher, (19) 8. Retrieved from http://www.nctp.com/html/john_see.cfm

U.S. Department of Education, Office of Educational Technology. (2010). Transforming American Education: Learning Powered by Technology. Washington, D.C.: Education Publications Center. Retrieved from http://www.ed.gov/sites/default/files/netp2010-execsumm.pdf 

Digital Divide/Digital Inequality

We have spent some time researching the ways in which the Digital Divide impacts society and education on a global and local scale.  Inequalities in technology access are clearly present when comparing different demographic and geographic groups throughout the world.  Progress made in the last century is encouraging, but we are still far from a utopian equal-access environment.

In Bermuda, where I currently live and work, the Digital Divide is not as prominent, and access is not much of a concern.  What is a concern, however, is the degree to which Bermudians use technology in a resourceful and creative way.  The internet is more likely to serve as a consumer good than a means of productivity and efficiency. The school at which I teach does not heavily feature the use of technology, and when present is more of an "add-on" enrichment than a primary and ubiquitous means of communication, collaboration, and creation.  To some extent this has created a knowledge divide.  If Bermuda is to compete globally, its residents must give more consideration to the role of technology in education.

In this presentation, I define different realms of digital inequalities, introduce what the "big picture" looks like on a global scale, and explain what it looks like both on a local scale and in my school.  Through research, analysis, and reflection, I discuss how using technology can build bridges over digital divides in infrastructure, teaching, and learning.

[Assignment Directions]


Click here for my presentation notes if they are difficult to read within the presentation.

Click here for a link to the presentation, if necessary. 

Tech Trends

Cloud Computing

Image: Some rights reserved byBruce Clay, Inc.

Over the past two weeks we read the 2013 Horizon Report and talked about current educational technology trends that interested us in a VoiceThread discussion forum.  (Here is my script.)

We selected an emerging trend to study in depth, and wrote an analysis paper that included information not only about about how it has been recently used in education but how we might also incorporate it into our own teaching.  [Assignment instructions]

Please click here for my analysis paper.

For this assignment, I chose to delve into the realm of cloud computing in K-12 setting.  I was engrossed in the variety of case studies featured in the Horizon Report and was highly motivated to include more cloud-computing components in my classroom.  The benefits are tremendous.  In addition, I was interested in the connections between many of the emerging trends discussed in the Horizon Report.  Mobile learning, online learning, open content, virtual labs, and personalized learning all have ties to cloud computing. Its significance is inarguable. Through my research and in writing my paper I have concluded that cloud computing increases collaboration, organization, innovation, problem-solving, digital literacy, and environmental stewardship among and between students and teachers.  I believe living in remote Bermuda, students would benefit from cloud-based education to connect them with other cultures, educational institutions, and curricular resources. Although there are still many obstacles to a school going entirely "in the cloud", such as infrastructure, set-up costs, privacy, and security, hopefully in time more schools will jump on the bandwagon.

EDTECH Research

These past two weeks we have been exploring the use of APA-styled research as we've scoured Google Scholar and the Alberton's online library for scholarly articles that support using educational technology to meet our instructional objectives. [Click here for assignment checklist]

I have chosen to focus my attention on gender disparity in our technology course participation beginning in middle school. Females are not as inclined to elect STEM (science, technology, engineering, mathematics) courses in general, and I wanted to see what kinds of studies have been conducted to find out why.  I would like to motivate girls in my school to take part during class and in after school enrichment programs.  Through this research, I learned about the topics, teaching methods, and classroom management styles that were most appealing to females. I learned some of the reasons for girls historically shying away from this field and how teachers are working to eradicate some of those hindrances.

There is a large amount of research related to this topic, and entire theses could be written about the hows and whys of gender bias in STEM.  There were many articles to choose from with publication dates stretching as far back as the early 1990's.  Using research tools such as Google Scholar as very helpful and efficient in narrowing down my choices and ensuring my articles were trustworthy and peer-reviewed.  I found it frustrating at times to have to go on search engine and online library hunts to find the full text of articles, however.  It was also a bit of a mission to ensure I had as much information as possible to complete the APA formatting for my citations. Nonetheless I was very appreciative for the citation feature of Google Scholar as well as the tutorials and examples from https://owl.english.purdue.edu/.  It was a big time-saver and helped me make sure I was on the right track.

One of my biggest challenges was writing a brief synopsis of each article.  I believe I got too detailed at times, and felt overwhelmed with trying to tie together a summary with my reflection on how I would apply the knowledge to my teaching practice in a short paragraph. Perhaps I should have saved my reflections for a Post-Research Discussion section.  At any rate, I erred on the side of "verbose"!

There are many other directions this topic could have taken me, such as global perspectives of gender and technology, girls' use of technology in their out-of-school lives, and general theories about gender differences in learning styles.  I believe the articles I read offered sound advice about a meaningful and troublesome issue that most schools face.  Many of the suggestions and "take home messages" seem easy to implement.  I'm curious to find about more information about more programs and initiatives specifically focused on adolescent girl populations, and aim to incorporate them as soon as possible.

[Click here to read my research overview with annotated bibliography.]

RSS in Education

This week we had the opportunity to learn about RSS (Real Simple Syndication), RSS feeds, and RSS feed readers.  Through the assignment, we explored ways in which we could utilize this technology in the classroom to enhance communication, increase efficiency, and promote collaboration.  I have summarized my discoveries and suggestions in this Prezi presentation.

Link to my PREZI

This Prezi includes my YouTube screen tutorial of using Feedly.com in the classroom. (I have posted it below, as well, for reference.)  Please note that if the captioning track I've edited and added does not appear in this small window, you will have to view it through YouTube.com and select the "CC" option at the bottom of the viewing frame.

In this presentation I have explained what RSS is, its general purpose, where it can be found, and several specific ways that teachers and students can use it educationally.  The video component highlights Feedly.com as a feed reader.  I demonstrate how to find RSS feeds, add them to the aggregator, establish categories, sort through the results, and mark or save posts. I also include several examples of using RSS feeds as a means of:

1) professional development (staying on top of education trends and research),

2) keeping track of activity on students' blogs,

3) sharing class information with students, and

4) making it easy for students to correspond and collaborate with their peers.

Through this assignment I learned that RSS feeds aren't just email subscriptions.  In many ways they are like interactive, user-friendly, and dynamic bookmarks that are accessible from anywhere.  They gather updated posts that are important to me even when I'm away from the computer.  Gone are the days of mile long bookmark lists on my web browser.  I am a RSS convert!  I know using Feedly.com will keep me organized and more current in my profession.

After reflecting on how my students could use RSS in their experience, I have decided to help my students set up learning blogs.  I will then demonstrate how we can establish our interactive digital community.  We will then begin to share assignments, notes, reflections, links, and important reminders with each other.  These will all be visible with a click of a button!  This is just one step in the process of converting to a paperless community.  I think my students will be enthralled with the idea that their feed reader is doing most of the "work" for them!

The next thing I hope to learn more about is how to compile my RSS feeds onto a personalized website.

With regard to creating this artifact, I was thrilled to learn how to use "Screencast-o-matic", a tool that allowed me to record events taking place on my monitor with audio narration.  This was something I had never endeavored before, and was surprised not only by its ease of use but by its quality and versatility.  I can see how valuable this will be going forward in creating tutorials for my students or for promoting peer teaching in my classroom.  Working with Prezi has not come as naturally to me, and as much as I love that presentation software, I've yet to master its nuances.  I am not 100% satisfied with the final product of this presentation, but I did feel it was a dynamic, visual way to present a lot of background information regarding RSS and RSS in the classroom. Hopefully I will build my Prezi skills to create more professional-looking deluxe "slideshows" in the future.  I was excited that it was so easy to insert my YouTube video at the end, however, and I thought that was an effective finishing touch.

Elements of Educational Technology

Greetings,

This week we had the opportunity to react to the AECT article on the Definition of Educational Technology by choosing one to three elements that we considered most important in the field of educational technology (See assignment description).  It was difficult to narrow down the focus to just a few of the elements of such a comprehensive definition, but I tried to capture what I felt was the most important essence.

 ~ Please read my response document below or click here ~

In reflecting on this current definition, it is evident that the definition of educational technology is dynamic and strives to stay in line with current educational philosophies in practice.  That is, as the education system moves (or tries to move) toward a constructivist, cognitive-based, student-centered classroom, the purpose of educational technology shifts in tandem with the new teaching styles and learning goals. The current definition echoes these postmodern influences.

One of the things I was most surprised to read about in the article was that the AECT actually had a definition for educational technology as far back as 1963.  I know it sounds naïve, but when I think of a classroom in the 1960’s, the most high-tech device I can think of is a slide projector.  The technologies they must have been referring to were inevitably different from the computer simulations and social media our students are working with today.  Therefore, it’s only natural that their influence back then was much more reigned-in and focused on control.  Overall, I felt it served as a great contrast that the article spent a lot of time discussing the way educational technology used to be defined (e.g. more about student retention with less focus on skills transferable to the real world). I appreciated the authors’ viewpoint “if learners don’t use the knowledge, skills, and attitudes outside the classroom, what is the point of teaching them?” (p. 4).  I think it’s good that we are moving away from this “inert” knowledge.

In every aspect of the definition, we see a transition away from what the teacher is doing to what the student is doing.  This is something I often forget about in my own practice. My lesson plans should not be script for me.  The activities I present should not involve students "going through the motions" of acquiring knowledge.  Rather, education should be a struggle for my students.  Utilizing technology to work through that struggle is a positive and enriching part of the learning process.  Making sense of something is more relevant that memorizing and relaying it.

That’s why, as I work through this course, I aim to broaden my initial goal from gaining technology skills that aid in content delivery to include (and emphasize) helping my students find good technology and learn to use it to solve a problem or increase their understanding.  In its modern definition, educational technology is exploratory.  It is no longer in favor of instructional routines.  Good technology promotes active, open-ended learning.  Although I am still a little uncomfortable with that teaching style in its full implementation, I know it's best for the students and best for the profession.

Another thing I was pleased to read was that the modern professional field of educational technology uses authentic environments and the voice of practitioners as well as researchers. It’s not just theory and statistics.  Nor is it tainted by commercial conglomerates. It’s lively and engaging and highly embedded in the real work of teaching practitioners.  Just as any good teaching strategy or philosophy should, it appears to be rooted in “objective” research results just as much as “subjective” professional experience. It’s a very hands-on, approachable field of education.

Being a big advocate of "hands-on" learning, I hope to learn more about pilot programs that I might be able to take part in to contribute to the research in this field.  I also aim to be more actively involved in blogging (and other social media platforms) to promote, share, and give evidence of the effectiveness of technology in the classroom.



References
Association for Educational Communications and Technology (AECT) Definition and Terminology Committee. (2004, 1 June). The Definition of Educational Technology. 

Welcome!

Greetings and welcome to my EDTECH Learning Log!

My name is Erica Fuhry, and I am just beginning my journey in Boise State University's Master of Educational Technology program.  Thank you visiting this website and viewing the artifacts and reflections I have posted throughout my experience.  I appreciate your feedback as I work to improve my technology skills and learn more about role of technology in the 21st century classroom.

I currently live in Bermuda where I most recently served as a Computer Studies teacher for grades 6-12 in a private school using the Alberta curriculum. Prior to that I have taught elementary music and a combined class of grade 1&2 boys.  Before moving to Bermuda, I worked at two international schools in Venezuela teaching middle school math and science and grades 2 and 3.  I attended the University of Wisconsin-Madison, and my student teaching experience was split between a bilingual 6th grade classroom in Madison and a K-12 catholic girl's school in Ecuador. (Spanish was my other major.)  Despite my eclectic teaching experiences, technology has been a common thread that has propelled me forward in my career.  I have been highly motivated by the ways in which different software and hardware engage my students and enrich their educational experiences.  I also feel it is important to "keep up" with the Millennial Generation because they so familiar with and so stimulated by technology.  I also enjoy being somewhat of a pioneer and having a plethora of resources to share with my colleagues as well.

This year my husband and I plan to move to the U.S. where I will technically be "repatriating" and teaching in the U.S. school system for the first time!  I believe my experience in the MET program will help me stay competitive and ensure I am offering a top-notch education to my students in any school district.

This learning log will serve as a portfolio of my work as I progress throughout the program.  It will also allow others to identify with, challenge, or comment on my reflections and artifacts.  Thank you for your interest!

EdTech 542: Week 8: Final Project

I made it!  Please see my Lionfish Invasion! PBL website HERE.

Final course reflection:

After completing this course, what I understand best about Project Based Learning is the integral involvement of students as the driver for a unit’s design and, in many cases, content.  PBL learning is, by definition, constructivist and student-centered.  I understand the significance of a driving question to corral the process of discovery within the classroom.  I also value the importance of a public audience for the end project, which I appreciate to be very creative and in-line with students’ interests and talents. Making these kinds of connections to the real world (authentic sources, professional mentors, current societal issues, etc.) makes learning more meaningful.

What I understand least well is how to get my colleagues on board to make it a truly interdisciplinary experience.  I understand what it should look like, but I feel like I still would appreciate extra guidance in how to make it happen!  I also need a bit more confidence in aligning the tasks and assessments to standards to ensure that my students are learning the adequate scope and sequence of what is expected of them in that course.  I do also worry about the students who may struggle with the open-ended nature of this unit and would value more anecdotal support in how to address issues that might arise due to frustrations with teamwork, apathy, or limited content mastery. This type of learning relies upon a lot of intrinsic motivation, and some of my adolescent students need assistance in fostering that skill.

I expected to learn what Project Based learning was and how to use it in our own classrooms, which I believe I did in fact learn.  I had never heard PBL called “PBL,” but have indeed seen different interpretations of it under the guises of Brain-based learning, active learning, and social constructivist philosophy.  I found it helpful to have a solid working definition and access to several key websites for institutions that have devoted themselves to studying and promoting this learning style in all classrooms.  I appreciated having access to their videos of teachers using PBL, and would have loved to view even more.  I found their reality-based examples very helpful and insightful, but sometimes I felt they bordered on promotional “commercials”. They did not often address the fears or concerns of teachers, administrators, or parents to help us anticipate how to handle the “devil’s advocate” aspect.  What I really enjoyed learning in this course was actually the gathering of fantastic ideas from my classmates.  We have ourselves a great compilation of projects to explore and borrow from.  It’s a useful resource of creative and realistic PBL units.

With what I have learned, I hope to attempt teaching a PBL unit in the classroom this year.  Although my teaching circumstances are currently a bit up-in-the-air, I believe this model of instruction is useful in any classroom in which I find myself.  Even if I don’t teach a seven-week unit, I would like to start with a two-week unit, perhaps, and ensure we have a good driving question, a plethora of teamwork opportunities, a project to create with a public audience in mind, and an array of technology programs to supplement the discovery process.  I also hope to promote enthusiasm about PBL to my colleagues and, hopefully, get enough teachers on board to plan an interdisciplinary unit in the not-too-distant future.  In the meantime, I will seek out more examples of successful PBL implementation to learn from.