Reflection Prompt: How the artifacts in your pre-competencies verification reflect your technology use as an educator? In light of your learning about TPACK, identify areas of improvement needed.
1. Description. Briefly describe your experiences (class activities, reading assignment, your school or job experiences). Do this in a descriptive rather than a judgmental way (merely record events without editorializing or agreeing or disagreeing). Make connections.
For the last few weeks, I have been working on my pre-competencies verification in order to reflect upon my technology use as an educator. I have read about the National Educational Technology Standards for Teachers, NETS-T, established by the International Society for Technology in Education or ISTE, and what it means for educators. In the TPACK model, technology, pedagogy, and content knowledge are connected. Understanding this connection, or relationship, between technology, pedagogy, and content knowledge is the foundation of how educators should teach their students. I have thought about how I use the different types of technology I have in the classroom and how I can change or improve upon what I already do.
2. Impact. Tell what you have learned (or confirm what you had already believed, or how what you have learned differs from what you believed). How do you feel about what you learned?
In a digitally connected global society, it is important for educators to analyze the way they teach. They must have the skills and the knowledge of not only using technology, but using technology to facilitate learning. Using technology in the classroom has always been important to me. When looking at my artifacts I realize I am fortunate to have so many different types of technology at my disposal. What I do with that technology is what I am learning from my pre-competencies verification and TPACK. TPACK has made me realize that even though I use technology, I might be using it incorrectly and ineffectively. I have learned that I need to take my use of technology to another level. Just because I am using it in my classroom doesn't mean the students are learning more by using it. Technology use alone does not necessarily facilitate additional learning. Learning about TPACK, and how technology, pedagogy, and content are related helps me better identify how to use the technology more effectively in the classroom.
3. Intent. Make a statement about what you intend to do as a result of your learnings and feelings. BE SPECIFIC! Phrase this in a personal and positive way ("what I will do is . . ." rather than "what I won't do is . . .").
After analyzing my technology use, reading other people's wikis, and researching other technology use, I intend to focus more on what is currently effective in my classroom and finding ways to make it more effective. In my district we are dedicating our professional days to a program called Keeping Learning on Track, KLT. This program focuses on formative assessments to elicit evidence of learning and then using that evidence to keep the learner moving forward. We are being trained how to gather evidence of learning, how to use that evidence, and how to adjust our teaching so we can immediately meet the learning needs of our students. Using technology is a great way to create formative assessments that can be done quickly and easily with effective results. I plan on doing that by using my netbooks, senteo clickers, and Socrative. Each one of these methods helps me to create formative assessment type questions as well as gathering results that will help me determine the needs of my students. I already use the netbooks and the clickers, but not as frequently as I should for formative assessments. From what I have read, Socrative also seems to be an effective way to create formative assessments. I will continue to research Socrative and try it out in my classroom.
1. Description. Briefly describe your experiences (class activities, reading assignment, your school or job experiences). Do this in a descriptive rather than a judgmental way (merely record events without editorializing or agreeing or disagreeing). Make connections.
For the last few weeks, I have been working on my pre-competencies verification in order to reflect upon my technology use as an educator. I have read about the National Educational Technology Standards for Teachers, NETS-T, established by the International Society for Technology in Education or ISTE, and what it means for educators. In the TPACK model, technology, pedagogy, and content knowledge are connected. Understanding this connection, or relationship, between technology, pedagogy, and content knowledge is the foundation of how educators should teach their students. I have thought about how I use the different types of technology I have in the classroom and how I can change or improve upon what I already do.
2. Impact. Tell what you have learned (or confirm what you had already believed, or how what you have learned differs from what you believed). How do you feel about what you learned?
In a digitally connected global society, it is important for educators to analyze the way they teach. They must have the skills and the knowledge of not only using technology, but using technology to facilitate learning. Using technology in the classroom has always been important to me. When looking at my artifacts I realize I am fortunate to have so many different types of technology at my disposal. What I do with that technology is what I am learning from my pre-competencies verification and TPACK. TPACK has made me realize that even though I use technology, I might be using it incorrectly and ineffectively. I have learned that I need to take my use of technology to another level. Just because I am using it in my classroom doesn't mean the students are learning more by using it. Technology use alone does not necessarily facilitate additional learning. Learning about TPACK, and how technology, pedagogy, and content are related helps me better identify how to use the technology more effectively in the classroom.
3. Intent. Make a statement about what you intend to do as a result of your learnings and feelings. BE SPECIFIC! Phrase this in a personal and positive way ("what I will do is . . ." rather than "what I won't do is . . .").
After analyzing my technology use, reading other people's wikis, and researching other technology use, I intend to focus more on what is currently effective in my classroom and finding ways to make it more effective. In my district we are dedicating our professional days to a program called Keeping Learning on Track, KLT. This program focuses on formative assessments to elicit evidence of learning and then using that evidence to keep the learner moving forward. We are being trained how to gather evidence of learning, how to use that evidence, and how to adjust our teaching so we can immediately meet the learning needs of our students. Using technology is a great way to create formative assessments that can be done quickly and easily with effective results. I plan on doing that by using my netbooks, senteo clickers, and Socrative. Each one of these methods helps me to create formative assessment type questions as well as gathering results that will help me determine the needs of my students. I already use the netbooks and the clickers, but not as frequently as I should for formative assessments. From what I have read, Socrative also seems to be an effective way to create formative assessments. I will continue to research Socrative and try it out in my classroom.