Module+2+Reflection


 * // Reflection Prompt //** : How do 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.

When I first read about the assignment to gather artifacts for a pre-competencies verification, I was dismayed. Being a computer technician and not having yet taught a class, I did not know where I would find artifacts to support the five NET-S standards or even find the time to create learning experiences to example as artifacts. I use, support, and tutor technology almost every day at my job, but seemingly it was all too informal and nothing of significance was logged or turned into reusable or successive learning materials.

Yet as I thought about past experiences, there are //many// learning experiences that I have experienced and created throughout my career and bachelor's work in Technical Education. I gave a number of TPACK related presentations for some of those classes, had a teaching field experience on how to succeed at computer programming for an entire semester, and created numerous learning materials for said experiences. I use technology resources every day to perform my role as computer support person and technology facilitator. I soon found that I had more artifacts than what I knew to do with.

This assignment was to classify and describe artifacts from the five NETS-T standards: Engage in Professional Growth and Leadership, Design and Develop Digital-Age Learning Experiences and Assessments, Model Digital-Age Work and Learning, Promote and Model Digital Citizenship and Responsibility, and Engage in Professional Growth and Leadership. Not only did artifacts need evidenced and explained how they fit into these standards, but the learning experiences of each had to be assessed by how they integrated into technology pedagogy, content, and knowledge. Strengths and weaknesses of the artifacts needed to be critiqued with a plan for improving deficiencies. The TPACK model of viewing these artifacts help "describe how teachers' understanding of technologies and pedagogical content knowledge interact with one another to produce effective teaching with technology" (Shulman, 1987, 1986).

I think that the provided artifacts are effective in inspiring participation and learning, but are limited in scope. They do not provide avenues for meaningful student collaboration and expression of diverse learning styles & goals. For example, the PowerPoint interactive game shows may be exciting to participate in, but the connection to content is quite canned. As such, students are forced to learn content through one method: trivia retention. As in the collaborative "website design and use" presentation, such collaboration is one-way through antiquated methods such as e-mail and symmetrical posting. I am realize now that learning materials should be less focused on presenting materials as a teacher to providing methods for students to truly express and collaborate amongst themselves. As stated in my Standard 3 reflection, "[the materials] do not offer the connectivity and digital social skills that students already use."

Other weak areas of the artifacts also involve misdirected focus. As in the case of artifacts that support Standard 5, these focus on building technology knowledge and pedagogy in facilitators, yet make few provisions to build these traits in teachers. Thus the danger of elitist culture is formed where teachers bow-down before facilitators as givers of all technology knowledge, pedagogy, and content. Even worse, some of the technology direction and resources are not backed by professional guidance. I, as a technology facilitator (along with other facilitators), may make judgments, opinions, and decisions for integrating technology without the guidance of professionals, administrators, or teachers themselves. Clearly, technology integration requires cooperation among all constituents, that everyone has a common groundwork of technology competencies to effectively communicate with.

There are numerous technologies that I intend to use for improving these deficiencies. To allow for digital-age collaboration and connectivity, I would like to utilize Web 2.0 technologies such as discussion forums, live chat sessions, and possibly video conferencing. I would develop lessons that give students the freedom to forge their own interactive learning experiences. While designing these materials, I would recruit the wisdom, pedagogies, and content knowledge of teachers & professionals, not just rely on my own knowledge. The ultimate goal of integrating technology through TPACK standards is improving student learning. As encouraged by Williamson and Redish (2009), alignment to these standards "can contribute to the improved performance and professional status of technology facilitators and leaders in the field of education". It is my hope to view my production of learning materials, facilitation, and collaboration with teachers in a different way, using glasses of three colors instead of just one.