The digital era has changed the way educators view their roles. It has also changed the way students view learning. I believe that this change will enhance learning and strengthen student motivation. I have come to the realization that though my own learning experiences in the past were driven by teachers who were committed to helping each student develop his/her communication skills, most of my teachers could best be described as cheerleaders. A realization I have had as the result of this course is that it is my challenge to become a facilitator of learning. If I can achieve this goal, I will have opened my students to a world of life-long learning. I will also have afforded them resources and an audience that extends well beyond the walls of our small, rural school.
I have come to the realization that, without a doubt, my role is significant if my students are to learn about, with, and from technology. I must develop a constructivist approach if effective learning is going to take place. Structuring learning activities that meet state standards, develop literacy skills, and allow for inquiry to occur will require increasingly large amounts of planning on my part. I must construct learning experiences that allow my students to engage in Problem-Based Learning. In other words, my students must learn to identify problems, ask their own questions, research answers, report results, and create a state in their own learning. I believe in this challenge whole-heartedly. However, I also realize that managing planning time, scheduling time for students to be engaged in the tasks I’ve outlined, managing classroom behavior, and evaluating student growth and performance are all concerns that I will face.
I have previously attended a 3-day workshop taught by PBL expert, Hiliary Davis. I have also worked with a safety and mobility program that engages students in the use of PBL to address their safety as passengers, as pedestrians, and when they are in charge of the wheel. However, in its current state, this curriculum does not call upon students to engage in a research component. I have had very little experience developing strategies for engaging my third grade students in research. I realize that I need to pursue additional professional development so that I can introduce my students to the sound research practices. I realize that I need some additional training in the use of wikis, virtual field trips, and other collaborative tools. I am presently participating in an educational technology professional development plan that will last throughout the 2010 school year. I have submitted a request to receive instruction in the areas I have mentioned, and I look forward to first learning to use these tools myself, and then to using the tools with my students.
I realize that it is not enough to recognize the need for using technology to address literacy, I must identify the tools available and learn to use these myself. As I participate in professional development during the current school year, I plan to establish a wiki for sharing ideas related to the safety program I mentioned with a school in Northern Ireland. My students will post writings and pose questions to their distant learning partners. As the year progresses, I hope to involve my students in some simple collaborative projects using wikis. In this manner, I can practice my skills and introduce my students to new technologies at the same time. In time, I plan to use more of the collaborative tools available on line. A good summary of my plan forward is that I am committing to being a lifelong learner myself. I plan to continually seek technologies that will engage and empower my students. I am hopeful that my open attitude will benefit my students and my own professional development.
