Semester # 1, Fall 2006

 (What do you want me to learn?) 

 

I went into this SFU program wondering what they wanted me to learn and do. After asking "What should I learn?" I was told, learn what ever you want to learn. It took some time for me to find some "wonderings", also called a focused inquiries. There was much that I did not know, so it was hard to choose. I finally settled on creating .pdf images by scanning documents into digital versions, learn to transfer film to a computer using a digital video camera, and create DVD's of the video that I took.

 

Everything went well in the end, but I had some problems along the way. I kept a journal of my learning this semester to help me measure my own success. 

 

 

 

 

 

 

Semester # 2, Spring 2007

(...After the smoke has cleared)

When I was hired on at S.R.T., my school provided me with a state of the art IBM Thinkpad laptop which unfortunately bit the dust at the end of December. It actually started to smoke. There was a short in the screen which caused the screen to go black and start melting. I guess they don't make them like they used to. You can see this in the above photo. I madly tried getting all of my information off of my laptop using another monitor. 

 

I was then told to go out and purchase a new computer. Instead of buying just a regular laptop, I decided to get a state of the art tablet. This thing was cool! I downloaded all kinds of new cool programs. I am still very happy with my purchase.

 

I also used this tablet to start up this website in the spring of 2007. I started putting important links and resources that I scanned first semester of TLITE. My students continue to utilize this resource, which ultimately makes my life easier : ) 

 

 

 

 

TLITEspring2007.doc 

 

Semester # 3, Fall 2007

(I need a field to study?)

I have changed more since I have started TLITE, than I have in the last five. I got engaged,  bought a house, got married and still managed to find time for TLITE. This semester, I wanted to reasure myself that I was doing the right things for my students as well as improving my own teaching techniques by using technology. At the end of the fall semester, I gave my classes a questionnaire about my use of technology, and how it affected their learning. For a copy of this questionnaire please click the following link -----> Fall2007TLITEStudentQuestions.doc

I concluded this semester on a positive note. All my work with technology was improving student moral, achievement and making my job easier : ) 

I was happy to learn that test and quiz scores were also improving because of my use of technology. I gave lectures via pre recorded videos of my lessons using my tablet and the school projector.

The highlight of my TLITE experience came in this semester. I was giving a lecture with the aid of the digital projector and my tablet. My principal happen to walk through the shop. On a busy schedule, it is hard for admin to come and observe classes, so I was fortunate that on this rare occasion my lesson was going well.

He stopped and watched me teach for about 15 minuets. The following Monday at a staff meeting, he commented about my lecture in front of the entire staff. He went on to say how happy he was that SRT was moving to be a leader in new Technology in the district. In addition to his kind words, he published how pleased he was in the schools weekly "Titan Times." 

 

 

RyansfieldstudyFINALFall2007.doc 

 

Semester # 4: SPRING 2008

 (what i am doing is making a difference!)

 

I was very happy with the results of the student questionairres last semester. I was glad that how I was teaching with technology is making a difference.

 

I wanted to continue this success, and make not only my students lives easier, but also mine. For my second field study, I wanted to get my students to use technology in my metalwork class. I knew my students used technology anyways so this was not going to be a stretch for them. I knew that the challenge was going to be intigrating student use of technology into a metalwork class. I had no idea how I was going to do this.

 

I went right to the source for my field study; my students. I planned a lecture day in the library for my metal 10 and 11 students. They were to get into groups. I asked my students how they could use better technology in the metal shop. They had to present their findings at the end of class.

This class went very well. I was worried that my students would be disinterested in the focus of the lesson. It was the total opposite. My students loved the idea of them being in control of the technology, rather than their teacher. Ideas ranged from designing projects in Autocad, to downloading projects ideas off of websites.

I took my students advice. I wanted to change one of my lessons from being teacher focused, to student focused. 

 

 

Rather than lecture to the class about metallurgy which i had done in the past, I tried something different. I posted a variety of questions on my website,

(http://harmon.ryan.googlepages.com/metal11handouts.) The students could finish the assignment in class, or at home. When they were finished, they handed it in via Email.

I chose to measure the success of the lessons not by attitude (as in a questionnaire), but aptitude.My lesson proved to be a success not only in assignments handed in (23/28), but also in the average grade on the quiz a week later (83%). These numbers were much higher than my student's usual C+ achievement.

I intend on giving more assignments on-line in the future.

 

RyanHarmonsFieldStudySpring2008.doc 

Spring / Summer 2008: FINAL DEMO!

 

I thought the best way to present my learning was through the use of my website. It has become a valuable teaching tool, and I am glad that TLITE has forced me to imbrase this new technology. I recommend the TLITE program to anyone willing to improve their teaching, and willing to get out of their non-technological teaching zone : )