A Reflective Look at Integrating Technology in the Classroom

            Richardson (2010) spoke of the fact that we, as educators, needed to be selfish about trying out new technologies and first try them in our learning practices.  This is exactly what I believe this course has allowed me to do.  For the past eight weeks, I have learned how to create my own blog, Twitter handle, RSS feed, social bookmarking group, and wiki.  When I began this course, I felt like I was not a technology expert, but I did not consider myself a novice.  I quickly realized that there was a lot more to the thriving world of technology than the Google Suite platform.  This course introduced me to a myriad of Web 2.0 tools that I would have never explored.  Through my wiki lesson on solving equations with variables on both sides, I was able to engage all students in exploring real-world issues and solving authentic problems using digital tools and resources to improve and enhance student learning (Walden University, 2015a).  Richardson (2015) believes that teachers need to become better learners for ourselves, as well as for our students.  I believe that this course, with all its resources and activities, has allowed me to do this and to begin to take steps in the right direction in regards to integrating technology into my classroom.

            Dr. David Thornburg (Walden University, 2015c) explains that a teacher’s mindset has to change because we have better tools now.  He goes on to say that the classroom is where the shift needs to occur so our world can change as well.  I realize now that utilizing a SMARTBoard and SMARTBoard Notebook software in my classroom does not mean that I have fully integrated technology into my classroom.  The SMARTBoard and the software are just modern-day replacements for a blackboard and writing lessons out by hand.  I now understand that integrating technology in the classroom means the students are immersed in the technology as the teacher plays the role of a facilitator.  This was a very different experience for me because I am used to teaching in a top-down matter.  Even though my notes are collaborative and my lecture is discussion-based, I am the giver of all knowledge.  I began to realize that I was doing my students a disservice.  As their teacher, I need to prepare them to be successful in a 21st century world, using 21st century technology tools.  It was not until I presented my wiki lesson and just allowed my students to have at it, that I realized that there was another way – a better way – for my students to learn and work through my content.  According to their exit tickets, my students loved learning this way.  Larson & Miller (2011) state that, “Twenty-first century teachers must carefully guide their students within technology-rich classrooms that present more complex and diverse learning opportunities than traditional classrooms” (p. 123).  This being said, my goal is to find a balance that will allow my students to thrive in a 21st century-based classroom that they feel they have a stake in. 

            One tool that I am looking forward to introducing in my classroom is Twitter.  I would like to expand the discussions that we have in our classroom to Twitter so that parents can see what we are working on in class and talk to their children about it.  I had never even thought to use Twitter in a professional capacity in the classroom before taking this course.  Richardson (2010) views Twitter as one of the most powerful tools for sharing content and professional development opportunities.  Through my exploration of Twitter during this course, I gained insight from others regarding all of the ways that Twitter could be utilized in the classroom.  One potential roadblock that I can foresee is that some of my students use Twitter to share too much personal information.  To stop this before it begins, I would make sure that we spend a good deal of time on safe and ethical technology use before letting them engage in any Twitter conversations.  Richardson (2010) recommends getting parent approval by sending a letter home explaining how we would use Twitter in the classroom and asking for their written permission.  I believe that taking these steps would ensure my students’ safety as well as offering a chance for parents to have an outside way to look into our classroom and see what we are doing. 

Dr. David Thornburg (Walden University, 2015b) shared a list of skills and dispositions that are important for students to thrive in the 21st century.  I believe that my students would be using communication skills, creativity and innovative thinking, ethics, and social responsibility while they are engaging with their classmates via Twitter in my classroom.  They must begin to use these skills because they will be greatly needed in college or the workforce.  I believe that my students will take on the roles of a digital citizen and a creative communicator.  They will learn to communicate responsibly in a digital arena all while creatively providing their insights (ISTE, 2016).  I believe that I will take on the role of a citizen and a collaborator.  I will work to encourage and inspire students to participate in a responsible matter all while collaborating with them to allow for discovery and to share resources and ideas (ISTE, 2008).

            My first SMART goal is regarding the implementation of Twitter in my classroom.  I will begin introducing Twitter in my Algebra 1 classrooms in January 2021.  My SMART goal is that by the end of the 2020-2021 school year, 90% of my students will post a weekly Tweet in response to a weekly class discussion Tweet.  In January 2021, we will begin by talking about digital and social media safety and I will reach out to the parents and ask their permission for their children to use Twitter for classroom purposes.  I will slowly begin modeling the process of sending out a weekly discussion Tweet and go over the expectations.  I will be incorporating their weekly Tweet as part of their participation grade.  My second SMART goal is in regards to an online assessment tool called Illuminate Education that my district just rolled out at the beginning of this school year.  My SMART goal is that by the end of the 2021-2022 school year, I will use Illuminate to conduct 2 online summative assessments per each nine-week grading period.  Illuminate allowing teaches to align content standards directly to their online assessments.  Henson (2015) believes that a good way to start planning a summative evaluation is to involve the students.  I plan to involve my students by having them help me create different groupings of standards that I would then use to create the Illuminate summative assessment.  I believe that allowing the students to have a say in their learning will give them a deeper understanding when it comes to taking and succeeding on their Algebra 1 end of course exam.

            Richardson (2010) states that teachers need to be change agents.  They need to find ways to use Web 2.0 tools to move away from the more traditional methods of instruction.  As I move forward in my MSED journey, I would like my focus to be on different ways of integrating technology in a full inclusion classroom.  Many of my students with disabilities (SWD) are considered to be at risk.  I would like to work to find and offer them new and exciting opportunities to learn in different ways in our inclusive classroom.  I know this will not be an easy feat, but I have already witnessed their excitement when they partook in my wiki lesson a few weeks ago.  Darling-Hammond et al. (2014) believes that students learn more when they use technology to create new content for themselves.  I saw this first-hand from the Google Slide presentations that were turned in from the wiki lesson.  This lesson lit a fire in me and I want to continue my grad school journey by finding ways to inspire my SWD to achieve their goals while utilizing technology.   

References

Darling-Hammond, L., Zielezinski, M., & Goldman, S. (2014, September). Using

technology to support at-risk students’ learning. Retrieved from https://edpolicy.stanford.edu/sites/default/files/scope-pub-using-technology-report.pdf

Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and

education reform (5th ed). Waveland Press.

International Society for Technology in Education (ISTE). (2008). Standards for

educators. Retrieved from: https://www.iste.org/standards/for-educators

International Society for Technology in Education (ISTE). (2016). Standards for

students. Retrieved from: https://www.iste.org/standards/for-students

Larson, L. C. & Miller, T. N. (2011). 21st century skills: Prepare students for the future.

Kappa Delta Pi Record, 47(3), 121-123.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms

(3rd ed.). Corwin. 

Richardson, W. (2015). From master teacher to master learner. Solution Tree Press.

Walden University. (2015a). RWRCOEL Technology Proficiencies. Walden University

Blackboard. https://class.waldenu.edu

Walden University. (2015b). Skills for the 21st century [Video]. In Understanding the

impact of technology on education, work, and society. Walden University Blackboard. https://class.waldenu.edu

Walden University. (2015c). The changing role of a classroom teacher: Part 1 [Video].

In Understanding the impact of technology on education, work, and society. Walden University Blackboard. https://class.waldenu.edu