Reflection for EDTC 6037:  Integrating Computers into Math, Science, and Healthful Living Curriculums

Instructor:  Dr. Patricia J. Slagter van Tryon

State the competency, or standard that is appropriate for your degree and licensure area.

ISTE Standards for Coaches

2.  Teaching, Learning, and Assessments:  Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.

            a.  Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.

            b.  Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students

            d.  Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation)

Describe the requirements for the artifact.

            Integrating Computers into Math, Science, and Healthful Living Curriculums, taught by Dr. Slagter van Tryon in Summer I 2014, focused on developing units of instruction that supported 21^st century learning skills.  Defining terms, theories, and concepts related to technology for 21^st century learners were included in the focus.  The final project for this class was to create a professional development module for teachers.  Nelson (2008) states that by combining technology, multiple intelligences, and brain research, one can strengthen teaching and learning.  Using Nelson’s ideas, I created a professional development module that instructs teachers on how to design a math lesson for technology integration.   It included creating an actual integrated math lesson and then describing the pertinent parts of technology integration for the teachers through the professional development.

Explain how your artifact is a good example of the objective, competency, or standard.

            This artifact provided me the opportunity to model effectively integrating technology within a lesson.  During the professional development, we go through each part of the math lesson and discuss its importance, then teachers create that particular section of a lesson so that at the end of the professional development, teachers have a model, they created, to use as a guide for other integrated lessons.  Within the professional development, teachers learn how to create a learner analysis, how to differentiate instruction, and how to provide rigorous, relevant, and engaging learning experiences for their students (ISTE Standards for Coaches, 2).  Teachers were directed on how to address content and technology standards, as well as, provided a model within the sample math lesson (ISTE Standards for Coaches, 2a).   

            Within this professional development, teachers are provided the sample math lesson that models the use of rubrics.  Cooper and Gargan (2009) state that rubrics provide opportunities for feedback and discussion, teacher and learner reflection, and continued learning.  Using rubrics within technology integrated instruction allows students to know up front what is expected.  It allows teachers to continue to guide students toward the ultimate goal of the task.  Also in this professional development, teachers were taught to use appropriate instructional strategies that focus on brain-compatible learning principles such as creating meaning and relevance, activating prior knowledge, and creating positive emotions.  Using brain-compatible learning principles, while connecting the learning to technology, creates a learning experience that is very meaningful to students (Nelson, 2008).  Through the use of the sample math lesson using rubrics and brain-compatible learning principles, I am able to coach teachers and model the design and implementation of technology-enhanced learning experiences using a variety of research-based learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students (ISTE Standards for Coaches, 2b). 

            Hushman and Napper-Owen (2011) suggest that using a PBL approach when teaching helps students to develop inquiry skills, enhance their ability to analyze different situations, and to work collaboratively to address various leveled problems.  I feel that using the PBL approach in the sample math lesson in this professional development shows my ability to design and implement technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (ISTE Standards for Coaches, 2d).

Discuss how you might change the content, strategy, or design of the artifact.

            I believe this to be one of the best artifacts that I have created within the MAED IT program.  I don’t think I would change anything about this artifact at this point.  This artifact shows that I have learned the objectives of EDTC 6037.  It shows my ability to develop units of instruction integrating the North Carolina standards and the K-12 Computer Skills Curriculum and my ability to develop units of instruction for staff development integrating technology that supports 21^st century learning skills.  It also shows my ability to develop units of instruction based on inquiry, generative, and problem-based learning strategies. 

Discuss how the artifact is representative of future and career goals and plans.

            EDTC 6037 has taught me how to develop units of instruction and professional development integrating the North Carolina standards and the K-12 Computer Skills Curriculum that supports 21^st century learning skills.  Before taking this class, I didn’t realize all that was involved in the integration of technology.  I thought as long as technology was being used, it was integrated.  I now know that it is much more than that.  I have learned that although it does include actually using technology throughout the lesson, it also includes analyzing the learners, writing clear objectives, using brain-compatible learning principles, using various assessment methods, and much more.  Using this artifact I will be able to create many more technology integrated lessons to use with my students. 

            I have also learned that when creating professional development for teachers, just like with children, it is very beneficial to provide a model of what is expected.  I believe the model I created is a great example of a lesson integrated with technology.  I feel that this lesson, as well as the professional development modules will benefit any teacher that looking at where to start or how to improve integrating technology into their lessons.  This artifact will be a great resource for me to use when educating professionals on the effective integration of technology.

References

Cooper, B. S., & Gargan, A. (2009). Rubrics in education: Old term, new meanings. The Phi Delta Kappan, 91(1), 54-55.

Hushman, G., & Napper-Owen, G. (2011). Incorporating problem-based learning in physical education teacher education. Journal of Physical Education, Recreation & Dance,82(8), 17.

Nelson, K. J. (2008). Teaching in the digital age: Using the internet to increase student engagement and understanding (2^nd ed.). Thousand Oaks, CA: Corwin Press.