Reflective Essay: Final Reflection and Blog Posting on the Impact of Technology

There is so much to consider when thinking about technology in education, society, and work. Thornburg asks us to think about how technology impacts society and the social impacts (Laureate Education (Producer), 2015).  It's also a critical topic to consider the changing work environment and how it is changing for everyone.

Before this class, I believed that I was very technologically savvy and had much to offer my students to build their technology use and abilities. However, I learned the humbling reality that I had much to learn and that the possibilities and modalities are endless. Initially, I believed that using technology was to help students prepare for a technology-driven world. I desired to increase students' engagement by using the tools that they like and are interested in. However, Richardson (2015) explains that technology is not the answer to the lack of learner engagement; it is the curriculum. I now realize that technology is the tool to help produce better learners and teachers who can create environments and experiences that facilitate learning (Laureate Education Inc. 2015).  Additionally, it is not about more technology and other skills; it's about rethinking our roles and purpose in the classroom (Richardson, 2015).

I have learned to focus on creating a learning environment and experiences that foster 21^st-century skills such as creativity, communication, information literacy, flexibility, and leadership; that will prepare my students to adapt and keep up in their future higher education experiences and careers that are constantly evolving (Stauffer, 2020).   

In all the resources that I have read and watched during this class experience, the points that will forever change how I view learning and technology in education.

·       Tucker (2014) urges, "Unless the gap is bridged between how they learn and how they live, today's education system will face irrelevance" (p.167).

·       Teachers are still needed; we can be the models of what learning looks like, we have been master teachers, and now we must be master learners (Richardson, 2015)

·       As our student populations become more and more diverse, their learning needs also diversify, requiring educators to provide multiple ways for students to express their learning; Web 2.0 learning environments facilitate such learning (Luther & Pickering, 2015).

Additionally, I now have a Twitter account and know how to use it; to blog and create podcasts and wikis. I can see how technology can be used along with a mindset of a master learner to create an environment of learning that is meaningful and relevant and incorporates real-world issues and solving authentic problems.

            As I visualize my role in the classroom, I see myself as the facilitator of learning. Unlike before, where I had to be the one with all the answers, I am free to explore and experience learning with my students, making myself a co-learner (Richardson, 2015). The ISTE standards highlight characteristics for educators that will empower students as learners and inspire them to drive their learning (ISTE, 2016).  These include characteristics such as; being a learner, leader, model of digital citizenship, collaborator, designer of learning experiences and environments, facilitator or learning with technology, and an analyst of data to drive instruction.

One of the things that I want to ensure is that my students can be literate in their use of the various Web 2.0 resources. To foster the other 21^st-century skills, students need to be able to use these resources responsibly. I will model learning by creating and engaging with my students, environments, and experiences that promote critical thinking, creativity, collaboration, communication, flexibility, leadership, initiative, productivity, and social skills (Stauffer, 2020).  

The Web 2.0 tools that I am open to trying are the wiki and the podcast. Wikis and podcasting are excellent ways to foster and reinforce 21^st-century skills in the classroom (Richardson, 2010).  

Using Wikis allows students to publish content and facilitates and supports engaging, reflective, collaborative, network learning that extends beyond the classroom (Tucker,2014). They enable students to collaborate, a skill they will use in their higher academic and professional lives (Stauffer, 2021).  Students can access, add and share information and knowledge. While there are many benefits to implementing Wikis into the classroom, there are also challenges, such as lack of resources and education on use (Kurt, 2020). There are also concerns of students' misuse, such as including inappropriate information (Richardson, 2010) and students having too much control over the learning as the teacher takes more of a facilitator role may lead to disorganization and lack of productivity (Homayoun, 2019). However, these factors can be counteracted by teaching and modeling good digital citizenship and technology literacy (ISTE, 2016). Richardson (2015) reminds us that it is okay to be the facilitator and consider the effects of totally controlling learning, understanding there are many paths and the importance of students organizing their learning. Kurt (2020) argues that productivity and active learning would increase and that students can reach Bloom's higher-order skills like creating and evaluation.

Like wikis, podcasting is a way for students to collaborate, communicate and share their ideas (Rchardson, 2010).  I like the idea of podcasting as it gives a voice to some that may otherwise be afraid to speak in front of others. Vincent (2008) explains many benefits from creating podcasts in the classroom, such as strengthening research skills, writing, and collaboration. Many of the challenges of podcasts are the same as for wikis.  Again, I note that teaching good digital citizenship will mitigate inappropriate use.

The positives and gains outweigh the possible challenges and prove that these forms and other Web 2.0 technologies are the way to develop interest and ownership while increasing learner collaboration and communication, empowering students to be in control of their learning.

Two SMART goals that I have that I believe will help students gain skills for tomorrow's society and workplace are to follow the advice of Pam Moran (Richardson, 2015 p.31-32).

Firstly, I will attempt to practice all 4 of Pam Moran's practices, a learner-leader that Richardson (2015) discusses. By June 2024, I will ask students their questions and provide opportunities for them to explore.  For at least 25 percent of learning outcomes, students will create authentic work that finds an outside audience. I will invite students to indicate how they would like to show their learning for at least one outcome per term and give them time to learn something new that is not in the curriculum. Finally, I will bring at least one expert per term into the classroom via a video chat such as zoom.   This will be large feet; however, Moran encourages us to get started and to find ways to create conditions for powerful learning (Richardson, 2015 p.31-32)

The second SMART goal that I will work on is to develop an ongoing weekly podcast program that will see at least five students per year level produce and operate a podcast program sharing what they have learned for the week by 2024. Discussions will begin in December 2021 with the expectation that students will start their first podcast pilot by February 2022. At the end of the school year in June 2022, we will assess the progress, determine how to improve it, and plan for the following 2022/2023 school year. As time continues, I foresee students including content that is not just reflective of learning but relevant and meaningful topics that they may be interested in sharing.

An issue that I am interested in studying and comparing is the impact of economic diversity differences and funding have on student access to technology and usage in public schools compared to private schools.

Currently, students in private schools have devices that support Web 2.0 learning environment experience. Private schools were ready to transition during the second wave of online learning, with students prepared to begin immediately. However, public school counterparts were not as prepared, and therefore, students loss valuable learning time. Accessibility to devices was the biggest challenge.

            There are so many new skills that I have learned and ideals that I now consider when teaching and learning with my students. As a professional, I am ever-changed and, as a learner, endeavor to do better, be better and commit to always creating an environment and learning experiences that will enhance learning and advocate and support the differences and needs of all students.

References

HOMAYOUN, A. (2019). The Digital Dilemma: Making Technology a Tool for Student Success--Not a Distraction. American Educator, v43, p36-39, 4p.

International Society for Technology in Education (ISTE). (2016). ISTE Standards: Educators . https://www.iste.org/standards/iste-standards-for-teachers

Kurt, Dr. S. K. (2020, February 6). Wikis in Education: How Wikis are Being Used in the Classroom - Educational Technology. Educational Technology. https://educationaltechnology.net/wikis-in-education/

Laureate Education, Inc. . (2015). RWRCOEL Technology Proficiencies. Walden University. 2565b7a77954cee53d16c82a78cc0726.pdf

Laureate Education (Producer). (2015). The emergence of educational technology. Author.

Luther, F. D., & Pickering, J. (2015). Using Web 2.0 Learning Environments to Address Diversity: A Diversity-Education Example. Delta Kappa Gamma Bulletin, 28–34.

Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Corwin Press.

Richardson, W. (2015). From Master Teacher to Master Learner. Solution Tree Press.

Stauffer, B. (2020). What Are 21st Century Skills? Digital Curriculum for CTE & Elective Teachers | AES. https://www.aeseducation.com/blog/what-are-21st-century-skills

Tucker, S. Y. (2014). Transforming Pedagogies: Integrating 21st Century Skills and Web 2.0 Technology . Turkish Online Journal of Distance Education, 166–173.

Vincent, T. (2008, July 1). Creating Podcasts with Your Students | Reading Rockets. Reading Rockets. https://www.readingrockets.org/article/creating-podcasts-your-students