Essay
Introduction
I graduated May of 2007 from Towson University with a Bachelor of Science of Physical Education. In the fall of 2007 I started working for Harford County Public Schools and earned the job of an elementary school physical education teacher. I have been working for this school system for six years. I teach grades pre-kindergarten to fifth grade. After a few years of teaching I wanted to go back to school and earn a master’s degree. I started researching different degrees and chose a Master of Education in Instructional Technology at UMUC. The program “focuses on integrating technology in the preK-12 schools to strengthen and transform teaching and learning” (University of Maryland University College, 2013). I have always had a passion for technology and used it often in my personal life, but I realized I needed to start using it in my classroom to help my students learn and further my teaching skills.
Throughout this program I have learned several different technologies I can incorporate into physical education as well as how to properly incorporate them. Prior to this program I knew about very few technologies I could incorporate and have had little training. I am educated on different technologies such as: web 2.0 tools, iPad applications, podcasts, interactive whiteboards different software and hardware and Internet resources.
University of Maryland University College (2012) Conceptual Framework states, "The unit’s mission is to prepare educators who: reach beyond boundaries to promote student success and engage all students in highly effective educational experiences" (p. 5). I have also realized what a big difference incorporating technology into my teaching does for my students. When I incorporate technology into my teaching my students are more engaged and motivated to learn. They get very excited to learn using technology. I have also learned how to get them engaged with the technology instead of just using it myself. Technology also helps my special needs students learn and be more successful.
According to the University of Maryland University College (2012) Conceptual Framework, "Because the Professional Educational Unit candidates have extensive experience participating in and facilitating online learning communities through their online learning experience, they are well positioned to take their leadership capabilities before the classroom" (p. 18). As a result of this program I have become an instructional leader in technology integration. I had a little bit of confidence with technology before I started this program such as helping colleagues with general computer help. However, now I have helped teachers incorporate technology into their teaching as well. Since I have started this program I have given two county presentations on the use of technology in physical education. I gave one county presentation on the use of Flip Cameras in the gym and different ways to integrate them. Also, I recently gave a county presentation to all the new physical educators on ways to integrate technology in the gym. My supervisor now knows that I am one of the go to teachers when it comes to technology.
I have also helped classroom teachers with technology too. I have been able to use resources with my colleagues that I learned during this program. I have shown other teachers some of the tools I have worked with and they started to incorporate them into their classroom. For example, I have shown other teachers tool like: Voki, digital storytelling, iPad applications, wikis, blogs and other Internet resources.
Without this program I truly believe that I would not be able to use technology like I do with my students and I would not be a leader in my county on technology. I am going to reflect on each course I have completed in the Master of Education in Instructional Technology program and discuss my current level of proficiency with regard to the International Society of Technology in Education (ISTE) and National Council of Accreditation of Teacher Educators (NCATE) standards.
Course History
EDTC 600 Foundations of Technology in Teaching and Learning
This was my very first course of the program and first graduate class. The class introduced the “integration of technology in the schools focusing on how instructional technology affects and advances K-12 learning” (University of Maryland University College. (2013). This class provided a good foundation for the rest of the program. We had many assignments where we had to research different kinds of technology and discuss the strengths of each.
This class also provided the first opportunity to create my first classroom website. I remember this was the first website I had ever made. The link of my website is http://www.schoolrack.com/ttgirlie8/ , I have come very far since making this website. This was a website I started to use to help communicate with parents and students.
During this class we had an assignment to complete a software review. I had to compare two pieces of educational software and discuss their educational value, ease of use and installation, interest level for students and an overall evaluation of each program. This assignment aligns with Standard 3 Digital-Age Learning Environments, Element 3.6 Selecting & Evaluating Digital Tools & Resources (ISTE/NCATE, 2012). This assignment let me select and evaluate resources I can use in physical education. My school ended up purchasing one of these programs that I currently still use today.
EDTC 605 Teaching Information and Media Literacies in the Digital World
The second class of the program focused on “expanding types of literacies required for teaching and learning in the K-12 schools, with a concentration on digital information and media literacies” (University of Maryland University College. (2013). This class started to help my research strategies. That was one of my weaknesses before entering this program. One of the assignments of this class was a research log, where I had to have a research topic, search strategies and research sources. Each article I found from my sources I needed to evaluate the authoritativeness, accuracy, currency, coverage and relevance. Another assignment was to evaluate electronic resources by examining their: authority, design/usability, accessibility, objectivity and continuity.
These assignments taught me how to conduct proper research and find reliable sources to use. I use these skills when using resources with my students and helping them learn good research strategies. These assignments addressed Standard 2 Teaching, Learning and Assessment, Element 2.2 Research-Based Learner-Centered Strategies (ISTE/NCATE, 2012).
EDTC 610 Web-Based Teaching and Learning: Design and Pedagogy
The focus of the third class was on “developing the knowledge and skills to create multiple types of Web-based assignments and units for K-12 students using Web authoring software”. This class helped me create and understand web-based learning and lesson plans. Through the course we created several web-based lesson plans by ourselves and in groups. One lesson plan I created was an Internet based lesson on the Winter Olympics. I also used this lesson to teach my students in the gymnasium about winter Olympics and participate in Olympic activities. This assignment helped me fulfill Standard 3 Digital-Age Learning Environments, Element 3.3 Online and Blended Learning (ISTE/NCATE, 2012).
At the end of this course we had to reflect on our learning through our final exam assignments. I completed the final exam by reflecting on “When is web-based learning worth it?” and “Designing online lessons” These assignments addressed Standard 6, Element 6.1 Content, Pedagogical and Technical Knowledge (ISTE/NCATE, 2012). They also aligned with Standard 6 Content Knowledge and Professional Growth, Element 6 Reflection (ISTE/NCATE, 2012). By completing this final exam I could assess my knowledge throughout the semester and take time to reflect on the whole semester on what I learned.
EDTC 615 Using Technology for Instructional Improvement: Research, Data and Best Practices
This class was focused on assessment and data collection. Assessment and data collection was a newer topic for physical education and something I personally struggled with. Throughout this course we learned how to analyze and examine data and how to create assessments.
One assignment during this class was a research paper on “How to use technology in physical education to assess students?” This assignment helped me research how other physical educators are using technology for assessments and now I implement some of these technologies when I assess my students. One example is video technology. I videotape my students to assess their skills during different activities in the gym. Now, I can assess my students effectively and understand how to analyze the data I collected to help further my students succeed. This research paper addressed Standard 2 Teaching, Learning and Assessment, Element 2.7 Assessment (ISTE/NCATE, 2012).
EDTC 620 Technology in K-12 Education: Synchronous, Asynchronous, and Multimedia Technologies
The next class examined how to “design and develop instructionally effective visual materials and multimedia for incorporation into the classroom” (University of Maryland University College 2013). This class was one of the most challenging for me because we had to work with Adobe Dreamweaver. I had a very difficult time with this program, but got better throughout the semester. We also learned extensively about graphics and how to distinguish a bad and good graphic. We also learned about website design and how to properly design a site. I learned the importance of graphics and how effective they can be when teaching.
During this class we created a PowerPoint presentation on the Gettysburg Address using graphics and very few words. By using technology and graphics it has helped my students learn skills and concepts with more enthusiasm. These are great to use for my visual learners and special needs students. The Gettysburg Address assignment aligned with Standard 2 Teaching, Learning and Assessment, Element 2.6 Instructional Design Principles (ISTE/NCATE, 2012).
EDTC 625 Hardware and Software in Instructional Development
EDTC 625 was the “study of the application of hardware and software programs in K-12 classroom and school settings” (University of Maryland University College 2013). During this class we created a blog with group members and it was the first time I created an RSS feed. This class introduced me to the technical aspects of technology, especially hardware. This was the part of technology I was the least knowledgeable about. One of the assignments during this class was the Network Design School. I had to create a computer lab for thirty students within a school budget. While I completed this project I learned all the details it took to create a computer lab, all the hardware, software, budget and design/ layout aspects. This assignment really had me apply all the knowledge I learned about hardware and software. The Network Design project demonstrated Standard 3 Digital-Age Learning Environments, Element 3.5 Basic Troubleshooting (ISTE/NCATE, 2012). By learning how computers work and the hardware helped me understand how to fix a computer. When the computer or a piece of technology would not work correctly I would have to put in a work order to get it fixed, but now I am knowledgeable enough to fix it myself or call the IT department and get walked through the steps to fix it, which is such a big step from where I was before.
EDTC 630 Administration of Technology Initiatives: Planning, Budgeting, and Evaluation
EDTC 630 was learning how manage the technology aspect of “access, planning, budgeting, maintenance, and life cycle management at the classroom, school, and district levels” (University of Maryland University College 2013). A big portion of the class was creating technology plans. During the course I created a classroom technology plan and a school technology plan. I applied concepts I learned from pervious courses into the technology plan such as: how to select the technology, budgeting, how to integrate the technology, professional development and assessment. After I created my classroom technology plan I was able to actually attend a conference I chose for the professional development section. The classroom technology plan addressed Standard 1 Visionary Leadership, Element 1.2 Strategic Planning (ISTE/NCATE, 2012).
Another large portion of the class was about Acceptable Use Policies (AUP). I have never been educated about AUP’s previously and was unaware that my school district had one. During this class I was educated on AUP’s and accessed my district’s AUP several times to complete assignments and conferences. One assignment was to create a district AUP PowerPoint presentation. This presentation can be used in the future if I ever need to inform school employees about an AUP such as: what it is, how to implement it in our classrooms and what we need to follow. The AUP presentation aligns with Standard 5 Digital Citizenship, Element 5.2 Safe, Healthy, Legal and Ethical Use (ISTE/NCATE, 2012).
EDTC 640 Leading Technology Change in Schools
This class was an “An overview of the theories, approaches, and strategies that help teachers assume leadership roles in implementing technology change in K-12 schools” (University of Maryland University College 2013). This course was very helpful to me. We learned various web2.0 tools such as: Google Docs, Voki and Screencast-O-Matic. We also communicated weekly with our professor through Wimba Meetings, which was an online interactive classroom. He would go over weekly projects, assignments and we could ask any questions we had. I still use many of the resources we learned about in my teaching.
During this class we created a District Technology Training Plan (DTTP). In the DTTP I created a plan that identified the technology training needs for my county and developed a detailed training plan to meet the needs and evaluations to see how effective my trainings were. After I created my DTTP we created a wiki support page to go along with the training workshops. On the wiki I have one “active” day on Day 2 about digital storytelling, which is an actual interactive workshop. After taking this class I feel confident enough to create training workshops to train other educators about implementing technology. These two assignments aligned with Standard 4 Professional Development and Program Evaluation, Element 4.1 Needs Assessment, Element 4.2 Professional Learning and Element 4.3 Program Evaluation (ISTE/NCATE, 2012). The DTTP also addressed Standard 1Visionary Leadership, Element 1.3 Advocacy (ISTE/NCATE, 2012).
EDTC 645 Integration of Technology: Global Perspectives
Moving beyond the boundaries of classroom walls is what we did in EDTC 645. EDTC 645 was the “exploration of global perspectives on advancing K-12 student learning through technology” (University of Maryland University College 2013). We learned many different options where we can have our students interact and collaborate with other students beyond our school, county, state and country. One assignment during this class was the Global Classroom Module. During this assignment I created lessons that used the collaboration site iEarn to have my students participate and collaborate with another class in another country in the Food for Youth Project. During this project students would collaborate together to create a healthy cookbook creating different recipes from their country. This assignment aligned with Standard 2 Teaching, Learning and Assessment, Element 2.3 Meaningful and Relevant Learning.
EDTC 650 Teaching and Learning in K-12 Virtual Schools
In EDTC 650 I learned all about virtual schools and distance education which was a topic I did not know a lot about but found very interesting. I was very surprised to see that there are even online courses for physical education. During this class we did a lot of research about different virtual schools and designed virtual lessons. One assignment was to complete a virtual school case study. I chose a school in Alaska and conducted an interview with the head of school. By completing this case study and reading my other classmates case studies I was able to become highly educated the virtual schools available. This assignment demonstrates Standard 5 Digital Citizenship, Element 5.3 Diversity, Cultural Understanding and Global Awareness. After this class I have realized I may want to pursue the topic of virtual schooling further.
Conclusion
After reflecting on my past courses and assignments I have the confidence and knowledge to move forward in the field of technology integration. These classes have taught me how to move my students beyond the boundaries of our classroom and take their learning to the next level through the integration of technology. I am currently a technology leader in my school and with my physical education colleagues.
Since EDTC 650, I feel that I want to learn more about distance education. My next steps for continuing education would be to pursue a graduate certificate from UMUC in the area of distance education. In the future I know distance education will become more common and I may pursue a career in that field.
As a result of this class I am a member of my schools technology committee and have presented two times on a district level about technology. I plan to continue to be advocate for technology integration and integrate into my classroom to have a positive impact on my students education and getting them prepared to be lifelong technology users.
References
International Society of Technology in Education [ISTE] and National Council of Accreditation of Teacher Educators [NCATE]. (2012.) Program report for the preparation of technology coaches. Retrieved from http://aims.ncate.org/ProgRev/Agreements/Form422.pdf
University of Maryland University College. (2012). Conceptual framework: Teaching and leading beyond boundaries. Document posted in University of Maryland University College EDTC 670 9040 online classroom, archived at: http://webtycho.umuc.edu
University of Maryland University College. (2013). Master of Education in Instructional Technology. Retrieved from http://www.umuc.edu/grad/gradprograms/med.cfm
