EDLD+5306+Reflections

EDLD 5306 Reflections
Fundamentals of Educational Technology is a good course to initiate the Master of Educational Technology Degree. At the beginning of the course, I envisioned learning how to increase student and teacher proficiencies in integrating technology in content areas while using technology and digital resources to improve student achievement and student research strategies. The course and assignments outcomes have exceeded my expectations.

In five short weeks, my knowledge of educational technology increased significantly. The course assignments provided guidance to analyzing the Texas Campus STaR Chart data and understanding the purpose and standards of the key components of the Texas Long-Range Plan for Technology. I learned how to determine progress toward meeting technology goals, identify the needs of digital-age students, and how to use strategies to meet those needs. By creating a Wiki and a Blog, I learned to effectively establish an online learning community. I have learned how to evaluate professional development for effective integration of technology and content. I can identify social, legal, and ethical issues and examine responsible decision making related to technology and teaching and learning. Most importantly I learned how a strong technology leader models the effective use of technology and demonstrates knowledge, skills and competency with technology while communicating a vision and conveying high expectations.

My job responsibilities in the Human Resources Department tie indirectly to the outcomes achieved by completing the assignments in this course. The role of the Human Resources Department in evaluating staffing and staffing patterns for effective and efficient use of resources is an important role in the ability of the campuses to obtain adequate staffing for appropriate use of technology resources. By completing the course assignments, I am better equipped to understand the stance of both the campus leaders and the technology leaders when additional staffing is requested to maximize the usage of technology resources while providing adequate support staff to ensure the resources are appropriately installed and maintained. I am able to identify the need for highly skilled and trained individuals to provide support for the end users of the equipment.

Professional development for teachers new to the district is a Human Resources function. I feel that I am better equipped to ensure that new teachers receive training to analyze Texas STaR Chart campus data, understand the four areas of the Texas Long Range Plan for Technology and integrate technology and content material in addition to the training provided for curriculum and classroom management. My perspective of my role in Human Resources has changed. I envision the Human Resources Department having a leadership role in meeting the technology needs of the students in the district.

To describe the purpose of a two-year professional development project, Mary Burns (2002) states, "...to help teachers create learner-centered learning environments supported by technology" (p. 295). One of the keys to student engagement is to keep the lesson learner-centered. The lecture model where the instructor is the center of the lesson is not effective.

Boss and Krauss (2007) state, "...it [project approach] involves maximizing the use of digital tools to better reach essential learning goals, expanding classroom boundaries so that students gain real-world experiences and become global thinkers..." (p. 22). Following the Texas Long Range Plan for Technology as an instructional leader, I would create a technology plan in collaboration with campus staff, central administration staff, technology experts and community members and communicate the plan to my staff, model my expectations, ensure access to technology and resources for both teachers and students, offer meaningful professional development opportunities, and budget for resources and a stable infrastructure. Administrators can develop effective technology plans by assuming the role of communicators and inviting representatives from groups in the community to participate. In the article Real Projects in a Digital World, Boss and Krauss (2007) state, “Communicate with your school community, and beyond, about the value of students engaging in real-world learning” (p. 24).

Educators participating in an online learning community using a wiki can gain confidence in using technology; therefore, increasing the likelihood of incorporating the usage of technology with content material with students in the classroom. Chrystalla Mouza (2002/2003) states, “Teachers need professional development that is situated in the context of their practice” (p. 275). Participating in a wiki is an excellent means of applying the use of technology while integrating relevant job-related activities.

References

Boss, S., and Krauss J. (2007). Real projects in a digital world. //Principal Leadership//, 8(4). 22-26.

Burns, M. (2002). From compliance to commitment: Technology as a catalyst for communities of learning. //Phi Delta Kappan//. 84(4), 295-303. . Mouza, C. (2002/2003). Learning to teach with new technology: Implications for professional development. //Journal for Research on Technology in Education//, 25(2), 272-89.