Learning Specialist/Instructional Designer
Reflection #2
As I approach the end of my LEARNING THEORIES AND INSTRUCTIONAL DESIGNS graduate course, I have learned what marvels technology can do for teachers and students in the education field.
This course has really opened my eyes and mind to what we can do with technology in our classrooms. The more I read about various tools and ideas, the more my fingers clicked and lacked at my keyboard researching and becoming more passionate as an educator. (I highly recommend a course like this to all teachers looking into graduate work! Technology can indeed be a lifesaver in the classroom when the lessons and time are suitable.)
We have developed a proposal to solve an issue or problem within our teaching field. I have chosen to solve the issue of the lack of reading that our Junior Core English curriculum has. It really focuses on writing, and without proper support and instruction in reading, students cannot become better writers. We can fix this problem by simply implementing more tasks using our technology.
We have reached the end of this proposal process, and it is time to reflect on what I have researched, experienced, and how I am feeling about the final product. You can read about my midpoint reflection here.
So, let's break it down, round 2:
1. The process throughout this planning and research of this technology proposal has been an exciting and awakening journey, learning about technology and how to best use it in the classroom. We have adapted to use technology daily, so it is crucial to adapt education by implementing these tech tools. Besides learning how beneficial technology can be for teachers and students, I have experienced meaningful developing instruction that revolves around technology. A problem I am quickly acquiring solutions to through my research is a lack of reading seen within my junior core English curriculum. What has been interesting to see is that all grades and subjects are suffering from this problem. Reading is necessary, and limiting reading access and activities is a disservice to our students. Reading is a lifelong skill that can only be improved with consistency- why not begin to bring back reading consistency using technology? Today's generation of students already has so much background and experience in technology that it would be no issue to support student growth in the classroom.
2. I previously posted my challenges of getting positive feedback from my PLT. Though it was no surprise, I did not let that detract from the importance of this plan. Even if the plan does not work the first time, it is about seeing the outcomes- good or bad. Receiving more negative additional feedback about the proposal was also a challenge. Even though I know, there is potential in this plan, hearing a colleague critique it in a way they would have done it differently brought my confidence down. However, just as the PLT feedback, I will not let this bring me down because it's about trying it first the way I have developed it. Even if it doesn't work out, that is okay! I at least tried it, and I can reconsider certain things that went wrong or improve on things to make them better. That is part of being a teacher and bringing in the role as a technology specialist in the classroom. Another challenge has been figuring out the timing of this plan to have it fall into a unit nicely. It has not been the easiest thing to think about, but it is doable. Just needs more structure to match the curriculum's pacing guide.
3. Although there has been some negative feedback and lack of support, I am 100% excited to develop this proposal. That way, it can be put into the works sooner rather than later to fix the curriculum. The potential is absolutely there. As previously stated, this plan to worth trying. I won't know if using technology to bring in more reading will necessarily fix this lack of reading problem per see, but I know that my students will absolutely improve their reading AND writing skills regardless of what others think of the proposal or do (or don't do) with this plan. That way, bringing back authentic and accurate data to the team proving reading is necessary for student growth may change their mindsets, and we can implement structured reading into the curriculum. We stop teaching to the test and begin teaching to the skill.
4. My first reflection brings up students and that I am doing this for them as the most positive. That has not changed. Planning ideas such as this one truly allows us to reach our students more and effectively teach them what it means to be a lifelong learner simply by bringing in technology! The much positive feedback I received from my fellow colleagues also has been a positive aspect of this journey. Having fellow, experienced teachers supporting this plan and thinking it is a great idea makes a difference. Knowing I have support and confidence from them cancels out any negative feedback or criticism I receive. Yes, I do consider moving forward, but what others say may work for their students, but I know what will work for mine once I try it.
5. Before taking this course, I had a basic understanding of technology and its usefulness in the classroom. I knew that the role of a Technology Specialist was meant to bring tech support to the classrooms. I now learned how truly amazing it is to understand how exactly technology enhances student engagement and learning. Without these roles, students would be using technology without a meaningful purpose. The more teachers' experience and research about technology, the better they become at structuring plans and activities around the content and materials. If it wasn't for Technology specialists or even Instructional coaches, teachers would have difficulty making sense of what technology can do, implementing it effectively, and realizing the benefit and potential on learners. Technology in the classroom can change students' learning- from academics to social skills to mental and emotional health. Improving the way students discuss and differentiate lessons with tech takes patience and time. I have seen teachers try to use technology just to have it in their room, but it doesn't really do much for the students and their academic growth. There is more to it than "let's try this out for fun." It's about building knowledge, libraries, experience, guides, and using tech tools to support learning rather than replace learning. Technology is evolving each day, and it is up to us to put it to good use for our students.
I am looking forward to being in this support role in my classroom. For my students, I am more than just their teacher. I am their role model, guide, the expert, someone they can rely on and trust. Students seeing I know and am learning how to use this technology proves to them I am learning with them, which motivates them to learn with me. I have developed more confidence in using technology in the classroom. My favorite part, now, is knowing that students can learn and do so much with a tool that they use in their lives daily.
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