Reflection: Integrating Technology Across the Content Areas: EDUC - 6713I

As I developed and followed my GAME plan, one of the things that became apparent to me is the enthusiasm that the students demonstrated towards learning new programs and applications in order to communicate their thoughts. They are anxious to get their knowledge and their beliefs out there for others to read. Traditional writing methods have become boring to them. Although they are employing the same techniques of writing (rough draft, revising, and editing), it is the publishing aspect that has taken on a whole new life for them. They have come to realize that they are empowered to communicate beyond the confines of this classroom and this school.

I have grown as much as the students have in this realization. Because of this, I have already begun to re-evaluate the upcoming units in Science and Social Studies. I am actively looking for ways to include these Web 2.0 applications in my lessons and assessments. The World Wide Web has always been a tremendous source of information for me. It became an eye-opening experience for me, however, when I made the connection that my students could become valid contributors to the vast source of information that others around the world would be reading. The integration of technology, for me, had always been to trot the kids down to the computer lab as a group. We would typically be looking at all students working on the same project, a PowerPoint presentation, for example. Although, they were able to produce wonderful slide shows, my eyes have now been opened to such a broader range of ways to present their writing. I have always enjoyed having the students work collaboratively and it is exciting for me to see that the NETS-S place importance on this, as well. Phrases like “group expression” and “interact, collaborate, and publish with peers” give such weight to the value of teaching students to work together and communicate their ideas effectively to their peers.

Looking back through the GAME plan, one of the things that I have enjoyed is how actively involved in the learning I have become. I have always put a great deal of thought and effort into my lessons and I have always been very hands on with my students, but learning the new methodologies of dealing with social networks, podcasting, and digital story telling has been as good for me as it has been for my students.

I think that I am in a unique situation compared to my peers in this program. In my personal professional development, through this degree program and its exploration of the NETS, I have been called upon to expand my thinking and my communication to a more global level. In my professional development at work, the whole concept of the International Baccalaureate program is to develop students that will be able to view problems an idea with that international mindedness. That dovetailing of my studies and application is truly what increases the intrinsic value of my degree. Often times, in education classes, there is a gap between the learning and the application. There is that element of separation between what I am learning and how it can apply to the population at my school. Strategies and techniques that I saw demonstrated in the past were sometimes viewed as only being able to be applied in a perfect world, which is not where I live. The NETS provide a framework that is not only feasible, but is essential. Digital citizenship and international mindedness are major components of the IB program, not an afterthought. Through the melding of these two programs of development, a more complete understanding has resulted. Yes, I am fortunate to be involved in an IB program that gives immediate validity to my studies. Beyond that, however, is the awareness that that wherever I am, this IS the direction of the future and my students need to be moving in that direction or they will be left behind.