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Course Description
Course Description
Study of theories and practices associated with educational technology. Explores basic instructional design processes and strategies for integrating technology into teaching and learning. Provides an overview of the EdTech filed and a survey of emerging trends.
Study of theories and practices associated with educational technology. Explores basic instructional design processes and strategies for integrating technology into teaching and learning. Provides an overview of the EdTech filed and a survey of emerging trends.
Reflection
Reflection
"Despite graduating before the rise of Netscape, I have managed to stay at the forefront of educational technology through conference attendance and self-education. I have championed desktop publishing, blogging, media literacy, distance learning, social networking, and almost any free tool on the Internet. I have worked with every iteration of the district’s technology coordinators creating technology plans, developing curricula, and coordinating staff development. "
This is a quote from my statement of purpose when I applied for graduate school at Mizzou. I was fairly confident that I had stayed on top of every technological development, so why did I need a class called Introduction to Technology in Schools? I had been immersed in it for quite some time.
This is a quote from my statement of purpose when I applied for graduate school at Mizzou. I was fairly confident that I had stayed on top of every technological development, so why did I need a class called Introduction to Technology in Schools? I had been immersed in it for quite some time.
What I discovered is that I was probably submersed in technology so much so that I could not see the big picture. I was using the tools provided, but I was rarely pushing my teaching beyond augmentation in the SAMR model. The concept map and Technology Integration Learning Plan (TILP) helped me focus my efforts on modifying and redefining education and learning.
What I discovered is that I was probably submersed in technology so much so that I could not see the big picture. I was using the tools provided, but I was rarely pushing my teaching beyond augmentation in the SAMR model. The concept map and Technology Integration Learning Plan (TILP) helped me focus my efforts on modifying and redefining education and learning.
After rereading my TILP, I realized that I had not followed through exactly as I had planned. I originally wanted to use an augmented reality app called Aurasma. After analyzing the design and development of my plan, I decided that the app was not widely used enough to implement. I wanted something that the students could still access after they had been gone for several years, so I decided to go with the relative stability of YouTube.
After rereading my TILP, I realized that I had not followed through exactly as I had planned. I originally wanted to use an augmented reality app called Aurasma. After analyzing the design and development of my plan, I decided that the app was not widely used enough to implement. I wanted something that the students could still access after they had been gone for several years, so I decided to go with the relative stability of YouTube.
The best part about this and all of my class is the immediate implementation of what I learn into the curriculum that I teach. Below you will find an example of one of the poems and videos that a student produced, as well as a link to my TILP and a concept map that shows how content, learners, and instructors come together to create online learning communities using Web 2.0 tools.
The best part about this and all of my class is the immediate implementation of what I learn into the curriculum that I teach. Below you will find an example of one of the poems and videos that a student produced, as well as a link to my TILP and a concept map that shows how content, learners, and instructors come together to create online learning communities using Web 2.0 tools.
Holden_ConceptMap.pdfGoogle Sites
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