Reflecting on Module 5

Module 5  is entitled : Application of Current and Emerging Technologies for Reflective-Reflexive Practices in the Classroom. The module looks at the use of 21^st century skills and academic content knowledge to promote reflexive skills.

The unit is broken down into four topics:

Topic 1 - Using Digital Technologies in Designing Reflective Exercises

Topic 2 - Social Learning tools (e.g., Social bookmarking, Twitter, Digg, Flickr)

Topic 3 - Content Creation tools: RSS (Real Simple Syndication), wiki, blog.        

Topic 4 - Utilizing Collaborative Tools for Reflection and Clarity of Understanding

One of the courses that I teach is methodology and technology integration. At my first class I usually try to find out what technologies my students  are familiar. The students are given the following worksheet either in paper based format or interactive online format.

Technology Word Match

What do you know about the latest technology buzzwords? Test your skills by completing the technology word march below.

Podcasts	A service for friends, family, and co–workers to communicate and stay connected through the exchange of quick, frequent answers to one simple question: What are you doing?
RSS	A contraction of the words Web and log, this is an online journal or diary which includes regular entries of commentaries or a place for expressing you thoughts.
Wiki	A social networking website.
Clickers	An Internet search engine for searching blogs (competing with Google and Yahoo)
Flickr	An audience response tool that facilitates interactivity and on-the spot evaluation in the classroom
YouTube	An online 3D community built by its Residents which allows users to socialize and share with each other.
Learning Management System (LMS)	A web page or a collection of web pages that allows persons with access to easily modify or edit the content within these pages
Blog	The second generation of the web. Also used to refer to the Read/Write nature of the web. Includes a set of web tools that facilitate information sharing, collaboration, social networking etc., on the web.
Web 2.0	A tool that allows users to make free calls and video calls over the Internet
Skype	Short for Web-based seminar, a presentation, lecture, workshop or seminar that is transmitted over the Web.
Facebook	An online photo management and sharing application
Twitter	A web format that provides users with a way of keeping up with changing content on the web
Technorati	A video sharing website where users can upload, view and share video clips.
Webinair	A software application used to create and deliver content, monitor student participation, and assess student performance
Second Life	A digital media file (can be either audio or video) that is distributed over the web, computer or handheld devices.

I also ask students the following questions as a lesson igniter to give me an idea of who I am teaching.

Have you ever?

1. Created an e-portfolio
2. Created a digital story
3. Created a wiki
4. Participated in an online class
5. Created a podcast
6. Created a Multimedia Presentation
7. Used a class blog
8. Participated in a videoconference
9. Sent/Received an email
10. Used a computer

How did the reflection assignments help you construct your understanding of the issues discussed in the readings?

Bain, Ballantyne, Packer, & Mills, (1999) suggested that journaling is a good way of allowing in-service teachers to reflect and improve their practice. It is a requirement that all practice teachers keep a journal on their teaching practicum at the teacher training institution that I work. Journals help students to write down their thoughts throughout the day so they can reflect on them in the afternoon or later on. The authors also provided the table below as a tool that can be used for reflection for in-service teachers:

The categories provided by Bain, Ballantyne, Packer, & Mills, (1999) in the table above can help teachers in training to gather information in their classroom of practice so they can improve the teaching learning process.

What impact did the reflection assignments have on your understanding of the real world?

As students journal they are able to record and make sense of the world around them.

Bell, (2001) suggested that  The U.S. Department of Education has concluded that preparing technology-proficient educators to meet the needs of 21st-century learning is a critical educational challenge facing the nation. The authors further  indicated that more than two thirds of the nation’s teachers will be replaced by new teachers over the next decade. In Jamaica the government has re-written the national standards curriculum to integrate technology in all subject areas. The following areas are integrated into the  national standards curriculum of which I was a member of the integration team:

I always try to make my student teachers in training aware of the technology continuum so they can know where they are at in terms of using technology in their classes.

Technology Continuum

As a supervisor of in-service teachers I always have to make them aware of the skills of the 21st century educator which can be seen below:

Source:  http://edorigami.wikispaces.com/21st+Century+Teacher   Used with permission

 In what way were your preconceptions of issues challenged through your reflections?

I have come to realized based on experience from my own classroom practice that a shift in pedagogy requires teachers to be equipped with a new set of knowledge, skills and attitudes and to move towards the student-centered learning environment. Teachers are needed who possess 21st century pedagogical skills to meet the varying needs of the 21st century learner.

References

Bain, J. D., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51-73.

Bell, L. (2001). Preparing tomorrow’s teachers to use technology: Perspectives of the leaders of twelve national education associations. Contemporary Issues in Technology and Teacher Education, 1, 517-534.