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Luggage & Packing:
Tech Tools
There are a lot of Web2.0 tools available on the internet. Without sound pedagogical reasoning to technology integration into the classroom prior to taking the MET Program, I found it difficult to choose the right tool for my students. I can now complement my f2f instruction with technologically enriched learning activities. As stated by Perkins & Pfaffman (2006), effective uses of course webpage can result in improved and enhanced student performance. Digital learning objects challenge students to analyze, problem solve, and reflect on their learning (Janson & Janson, 2009). By (a) integrating digital learning objects to my f2f instruction and (b) adding different multimedia onto my Math Moodle course sites, my goal is to tear down the invisible walls that separate me from my students (as mentioned in Vision of Students Today by Michael Wesch), and help them to engage in mathematics that are meaningful and important to them.
By promoting synchronous and asynchronous communications via Wikis, Blogs, LMS, I hope to create an engaging online learning community for my students where they can interact and seek help from each other (Anderson, 2008).
As I have mentioned, a few of my goals for taking the UBC MET Program include: being able to provide seamless technology-integrated educational experience to my students and being able to provide technical support to my schools staff as they learn about new tech tools and how to meaningfully and purposefully integrate technology into their classrooms. Readings and models that have made a huge impact on my teaching and my outlook on technology integration and technology selection include: Bates & Poole’s (2003) SECTIONS Framework and Chickering & Gamson’s (1987) Seven Principles.
SECTIONS for selecting and using technology by A.W. Bates & G. Poole (2003):
Students demographics and the appropriateness of using the technology
Ease of use and reliability of the technology
Cost per learner of the technology
Teaching and learning experience with the use of the technology
Interactivity of the technology
Organizational requirements to implement the technology
Novelty effect on the new technology versus existing technology
Speed and time for implementing the technology
Seven Principles on good teaching and learning by A.W. Chickering & Z.F. Gamson (1987):
1. Encourages contacts between students and faculty.
2. Develops reciprocity and cooperation among students.
3. Uses active learning techniques.
4. Gives prompt feedback.
5. Emphasizes time on task.
6. Communicates high expectations.
7. Respects diverse talents and ways of learning.
When we are selecting a learning technology, the ultimate goal is to facilitate learning while providing the optimum learning experience to students. The MET program has equipped me with the ability to make informed choices and decisions. I have been using Facebook and multimedia in my classroom, and now, reflecting on the appropriateness of their use, I have the pedagogical support to continue using these tools in my classroom. I am finally aware of the importance of reading the terms of service (TOS) and the privacy policies on Social Software websites such as Facebook. One must remember that students’ privacy must be our top priority and can never be overlooked in any circumstance. It is our responsibility not to release any of our students’ information to any outsider or stranger if we are to use these social networking tools educationally.
I really enjoyed exploring many of the different tools available in many of my MET courses – especially the LMS, Social Software, and Multimedia and Authoring Tools. These three types of tools provided me the knowledge I need to develop myself into a “Web2.0 semi-expert”. With Web Design & HTML Authoring, I can now design a webpage using code and understanding what most of it means and does. I am also eager to present some of these tools to my colleagues.
Anderson (2008) inspired me to categorize the various projects, media and technology tools according to his categories of interaction, interestingly some fit in all the categories:
Student-centered: Synchronous & Asynchronous tools, Moodle (LMS) Discussion boards, media presentations, digital stories, projects, wikis, blogs, e-portfolios, CMaps
Knowledge-centered: Online readings, Power Points, movie clips, media presentations, wikis, CMaps, Moodle
Assessment-centered: Projects, wikis, blogs, media presentations, papers, article critiques, e-folios, Google Forms, CMaps, Moodle quizzes
Community-centered: Synchronous & Asynchronous tools, Moodle (LMS) Discussion boards, group projects, wikis, blogs, Google Docs & Sites, Wimba Classroom voice communication
The following is a brief overview of some of the technology tools learned and utilized throughout the MET program that has inspired me…
Tech Tools that Inspired Me
For a list of other Favourite Websites & Videos
References
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson & F. Elloumi, Theory and Practice of Online Learning. Athabasca University. Retrieved June 8, 2009, from http://www.aupress.ca/books/120146/ebook/02_Anderson_2008_Anderson Online_Learning.pdf
Bates, A.W. & Poole, G. (2003). Chapter 4: A framework for selecting and using technology. Effective Teaching with Technology in Higher Education: Foundations for Success. New York: Wiley, John & Sons, Incorporated.
Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39(7), 3-7.
Janson, A & Janson, R. (2009). Integrating digital learning objects in the classroom: A need for educational leadership. Journal of Online Education, 5(3).
Perkins, M. & Pfaffman, J. (2006). Using a course management system to improve classroom communication. Science Teacher, 73(7), 33-37.
Wesch, M. (2008, October 21). A vision of students today (& what teachers must do). Retrieved June 29, 2009, from http://www.britannica.com/blogs/2008/10/a-vision-of-students-today-what-teachers-must-do/
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