Category Archives: Personal Reflections

EdTech 543: Final Reflection

Standard

Artifact Introduction:

During our final week in our Social Networking class, we were asked to reflect on our learning by:

  • Evaluating another group’s Social Networked Mini Curricular Unit
  • Developing a grading system for the evaluation
  • Writing a final reflection for the course about what we learned & plan to apply to our professional practice
  • Writing a self-assessment about our blog performance throughout the course.
  • Proposing a grade for our blog – out of 75 points.

Artifact #1 A: Screencast evaluation 

 

 

Artifact #1 B: Screencast & spreadsheet evaluation 

 

 

Artifact #2: Final Reflection

I absolutely loved this course & thought the benefits from taking it will affect my teaching practice in many ways. Below are the key components I learned from this course & how I plan to apply them to my professional practice.

  • Social Media Set Up (M. 1): When we first started the course I learned about several platforms that can be used for classroom communication that I had never really explored. Since the beginning of this course, I have created a class Google site for my classroom & have requested our school to create a Facebook page to keep parents in touch!
  • PLN & PLE (M. 2): When starting I had no idea what these acronyms meant & now I understand their importance and significance in the classroom. I appreciated that we got to create a PLN in the course & that we expanded our learning using these resources. This is one of my biggest takeaways!  I also loved working with Ally, Katie, & Ben the members of my PLN!
  • TweekDeck, Live PD, & Digital Footprints (M. 3): This was my favorite part of this course. Very eye opening! I had no idea that Twitter was such a resource. The live twitter chats & webinars that I participated in were so helpful. I plan on participating in more of these twitter chats in the future as I found them to be very beneficial and they expanded my PLN significantly. I want to share this with all of my colleagues as there is a wealth of information waiting on Twitter!
  • Content Curation (M. 4): I loved using  ScoopIt to curate content.  I thought that of the ones I explored it was the most user-friendly and allowed for easy curation and comments. Curation was something I had never previously considered & it even seems like a job I might one day want to look into.
  • PLE Diagram (M. 5): By creating my PLE diagram, I realized all the different things that make up my personal learning environment. This course helped my PLE to expand significantly & I hope that it will only continue to expand!
  • Research & Social Media Policies (M. 6): I loved having the opportunity to explore the policies other teachers employ to use social media in their classrooms. I loved synthesizing all of the things I learned in order to create my own policies. I liked working with my PLN & loved how our social media policy came out using the ABC’s.
  • Social Media Mini Unit (M. 7):  I think my PLN worked very well together and I love having the opportunity to use technology to collaborate. I think the unit we created is going to be very useful and that we employed social media effectively. I loved going through the peer review process through a screencast, I had never used Screencast-o-matic before & it was very user-friendly. I want to employ this wonderful idea that allowed me to see what other groups did for their  mini units in my own classroom since it was so easy to use.

I am excited that I have learned so much throughout this course that can be immediately employed in my own classroom. I know my students will greatly benefit from me being exposed to such great information. I give myself  75 out of 75 points on my blog posts because every post is very thorough. I made sure I included all that was expected by outlining the requirements at the beginning & then including a reflection/connection to the standards at the end of every post.

Reflection of Learning/Standard Connection:

AECT Standard 4.3  Reflection on Practice: In this assignment, I analyzed and interpreted data & artifacts & reflected on the effectiveness of the design, development & implementation of technology (social media) in my work in this course, in order to support instruction & learning to enhance my professional growth.

AECT Standard 4.4 Assessing/Evaluating: In this assignment, I designed & implemented assessment & evaluation plans using screencasting & a spreadsheet to align with learning goals & instructional activities (provided).

 

Resources:

 

 

Ed-Tech 543:

Standard

Artifact Introduction:

During our sixth week in our Social Networking class, we were asked to explore ways schools are using Social Networking by:

  • Finding 10-15 educational projects that successfully using social networking & social media as teaching and learning strategies for our content/grade level. Ensuring that social networking was a central component.
  • Curate the located projects via one of the curation tools.
  • Write a brief description for each project that describes its connection to our content area interest.
  • Write a blog post about the key learning/ideas/applications about using social media in our teaching/learning environment we discovered through our research.

Artifact #1: Curation of Social Networking Projects

Artifact #2: Reflection

While finding educational projects that used social networking to enhance learning in the fourth-grade dual language classroom I was pleasantly surprised at the wealth of resources out there. I started by searching Skype in the classroom, which has it’s own page where there are lessons, virtual field trips, ideas, and a whole bunch of other information on how teachers have and are using Skype in their classrooms. It really made me appreciate how much teachers are ensuring that their classrooms are truly connected and preparing students to be active participants in the 21st century. There is a wealth of information out there on the reasons to use a blogging platform such as EduBlogs in the classroom to have students develop a passion for writing and to share their writing with an authentic audience, I explored some of these suggestions during my curation. I also explored Twitter, which I have started to feel more comfortable with because our classroom has our own Twitter account and we use it for reflection on a daily basis. Last year we also did started a #KidsPoetweet hashtag (& are hoping to expand it this year) where students wrote short poems and shared them to an authentic audience and even got to read others poetry! Instagram provided a wealth of ideas for the “dual language” portion of our classroom and using this network to develop vocabulary since images are such a great way to do so. It was so interesting to see how there are so many people out there sharing ideas & all we have to do is connect with others, share ideas & go off on our way to using social networking in the classroom as a tool to enhance student learning.

Reflection of Learning/Standard Connection:

AECT Standard 5.2  Method: In this assignment I had to apply research methodologies to find resources using social networking in the fourth grade classroom, solve problems and in this way enhance my practice.

Resources:

 

 

 

EdTech 543: Professional Development-Redefined

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Artifact Introduction:

In the time between our third & fifth week in our Social Networking class, we were asked to explore Live Virtual Professional Development by:

  • Attending & contributing to four (4) live webinars.
  • Attending & contributing to four (4)  live Twitter chats.
  • Write a blog post on the webinars and live chats we attended.
  • Describe how we contributed, & what we learned both in terms of content and the process of doing real-time professional development.
  • Demonstrate through screenshots and/or a copy of the live chat how we participated.

Artifact #1: Webinars

The majority of the webinars I attended were on technology in the classroom through Simple K-12. They were wonderful! The last webinar I attended was from a private vendor who I follow on Facebook called Create-abilities.

  • 10 Activities that will have students moving with Mobile Devices
  • Easy QR Code Projects to Differentiate & Energize Learning
  • Creative & Engaging Mobile Assessments for Active Learning
  • Math Tasks: Proven Methods that will Transform your Math Block

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I loved the Simple K-12 webinars because of the back channel chats that I could participate while the facilitators presented their material. I was able to connect with several different teachers I am still talking to and collaborating with. One in particular, has another fourth grade class with whom my class has begun chatting with using Google. I contributed to these chats by presenting my own ideas of how I used technology (mobile devices, QR Codes,  & mobile assessments) and then by taking notes. The wonderful thing about these “notes” was that the “notes page” was shared therefore all of our notes were available for everyone to see/use. Specifically, I am putting into place many of the ideas I got from a few of the webinars, like using QR Codes with voice recordings (I plan on using that in my Spanish courses for students to practice speaking) yay! The Math Tasks webinar by Create-abilities was my least favorite because the presentor removed the “backchannel” & “chatting” options. She said that previous attendees had said it was ‘distracting’ from her presentation, however I didn’t think that was the case at all for the other webinars I attended, quite the contrary, I felt they enhanced the presentations because of additional ideas that were shared. In the Math Tasks webinar I did participate by answering surveys and asking questions directly to the presenter via e-mail. I didn’t enjoy this as much because I felt it was more of a sales pitch. Lesson learned, webinars from private vendors will try to sell. 🙂 I did get some ideas on organizing my math block more effectively and I’ve tweaked with that some to apply some of the ideas I learned.

Artifact #2: Twitter Live Chats

Twitter Live Chats are now one of my favorite things. It is seriously the fastest way to make an hour go by. These chats are SO fast paced and there are so many people participating in dialogue all over the world, it’s amazing. I ended up particpating in 8 but I am presenting my five favorites, that I hope to become a regular participant in, they are:

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There is NO WAY to be conducting professional development without using Twitter Live Chats, that is my conclusion after participating. I’ve never learned so much about education and specifically best practices that are working right now in other places all around the world. In the #langchat I particpated in I shared some ideas of how I use podcasts in the classroom to help students practice speaking and learned about a slew of really helpful foreign language teacher blogs that it seemed everyone else knew of and loved. The #whatisschool topic was “Using Modern Tech to Enhance Learning” so it was right up my alley of interest. I learned various tools people are using, in particular blogs that teachers are employing in their classrooms and shared how my students use QR Codes during math centers. Out of pure interest and curiosity I participated in the #geniushour chat. I have been enthralled by genius hour ever since I first learned about it and in this chat I learned how others are bringing genius hour to life in their classrooms. I shared ideas on how to create a safe and flexible learning environment but I felt that I benefitted the most by seeing how it putting something like this into play in the classroom isn’t so scary after all. The #edtechchat focused on digital textbooks for this session and that wasn’t too exciting for me but I was still able to learn how much digital textbooks have evolved and heard the case for employing them more often in the classroom from many participants. I don’t feel like I contributed much but did answer all questions based on my experience with digital textbooks as a graduate student. My favorite was the #4thchat probably because I was surrounded by others in my same 4th grade “world”. I shared quite a bit about the flexible seating I am doing in my classroom and even ended up e-mailing back and forth with a few other participants to brainstorm ideas. I learned a lot about how to add movement into the classroom, in particular using The Walking Classroom, for which I am already in the process of filling out an application for a grant to try and implement it at my school.

Twitter Live Chats were the game-changer for me as a teacher. I cannot believe I had never participated in this before. I also wish that schools evolved to help teachers learn using this “evolution” of professional development. There is so much to learn and Twitter is making creating those connections so easy.

References: 

Reflection of Learning/Standard Connection:

  • AECT Standard 4.1  Collaborative Practice: – By participating in virtual live profession development I had the opportunity to collaborate with my peers and other subject matter experts to analyze learners, develop and make plans to design instruction, and will later be able to evaluate its impact on learners.

EdTech 543: Curation in Action!

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Artifact Introduction:

During our fifth week in our Social Networking class, we were asked to explore curation by:

  • Developing a checklist of 15 to 20 criteria that will serve as a tool for assessing the quality & value of an education-related curated topic with our PLN.
  • Using a curation tool like Scoopit, Educlipper, LessonPaths, PearlTrees, Livebinders, etc. curate a topic (with 25 resources) of our choice, applicable to our content areas and/or grade level.
  •  Post it on any platform (Facebook, Blog post) so both us & our mini-PLN group can give feedback to one another using the criteria we developed.
  • Self-assess the value of our own curation using all of our group’s curation criteria in our assessment (& post the results in the comments section where we posted our link to the Curated Topic)
  • Assess our group members curation’s using the same checklist & ensuring that we again, use all of our group’s curation criteria in our assessment, noting what was especially noteworthy & also what needs further development/tweaking. 

Artifact 1: Curated Content

The Classroom Redesign: Flexible Seating  

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Artifact 2: Self-Assessment using Curation Criteria

Reflection:

The process my PLN used to create this checklist was very smooth running. One of our group members (Katie) initiated action and decide upon a (fantastic & creative) theme for our checklist because she wanted to complete the assignment sooner than later. We used Google Docs, E-mail, and Facebook Messenger to communicate. We created our Curation Criteria using Google Docs & posting our work in different colors to see exactly what we were doing and then it was streamlined and revised by each of us individually to share with the class. I think our PLN will work well together on future projects & I am excited to see our growth as a network.

Standard Connection:

AECT Standard 1.2 Using:In order to create the content curation I needed to select and use technological resources and processes by conducting research on curation and applying it to curate. I did this to learn how to and provide information for others on how to effectively support student learning and to enhance our pedagogies.

AECT Standard 4.3 Reflection on Practice: In order to create my content curation I needed to  analyze and interpret the curation criteria data that my PLN compiled and ensure that my content curation reflected the effectiveness of the design, development and implementation of technology-supported instruction and learning to enhance my own & others professional growth.

References/Resources: 

ScoopIt

EdTech 543: Curation

Standard

Artifact Introduction:

During our fourth week in our Social Networking class, we were asked to explore curation by:

  • Decide upon & develop a curation criteria with our mini PLN group.
  • Decide as a group which collaborative online tool to use to complete this list of criteria & a format to use
  • Reviewing the readings and resources about curation.
  • Based on the readings, develop a checklist of 15 to 20 criteria that will serve as a tool for assessing the quality and value of an education-related curated topic.
  • Ensure our checklist of criteria includes an APA formatted in-text references and a reference list of the sources that influenced and informed that list.
  • Post a link to our group’s checklist on the class Facebook.
  • Reflect on the process of creating the checklist and working as a group in the comments section of the Facebook checklist post and blog entry.

Artifact: 

Reflection:

The process my PLN used to create this checklist was very smooth running. One of our group members (Katie) initiated action and decide upon a (fantastic & creative) theme for our checklist because she wanted to complete the assignment sooner than later. We used Google Docs, E-mail, and Facebook Messenger to communicate. We created our Curation Criteria using Google Docs & posting our work in different colors to see exactly what we were doing and then it was streamlined and revised by each of us individually to share with the class. I think our PLN will work well together on future projects & I am excited to see our growth as a network.

Standard Connection:

AECT Standard 1.2 Using:In order to create the curation criteria artifact I needed to demonstrate the ability to select and use technological resources and processes by conducting research on curation and the criteria to most effectively support student learning and to enhance my pedagogy.

AECT Standard 4.1 Collaborative Practice: In order to create the curation criteria artifact I needed to collaborate with my peers in my PLN and utilize information and ideas from subject matter experts. I did this to develop criteria for curation that will later have a  positive impact on learners.

References/Resources: also included in artifact

Birt, N. (2016, May 3). Why You Should Invest In Content Curation – ScribbleLive. Retrieved from http://www.scribblelive.com/blog/2016/05/03/invest-content-curation/

Dork, Marian. (2011, May). The information flaneur: A fresh look at information seeking. Retrieved from http://mariandoerk.de/informationflaneur/

Bhargava, Roberto. (2016). The 5 models of content curation. Retrieved from http://www.rohitbhargava.com/2011/03/the-5-models-of-content-curation.html

Dougherty, J. (2015). 8 best practices for content curation. Retrieved from http://www.cision.com/us/2015/03/8-best-practices-for-content-curation/

Hoffman, V. (2015, July 6). 5 Tips for More Efficient & Effective Content Curation. Retrieved from https://hub.uberflip.com/blog/content-curaton-tips

Kanter, B. (2011, October 4). Content curation primer [web log post]. Retrieved from http://www.bethkanter.org/content-curation-101/

Lauby, Sharlyn. (2014, June 26). Informal and social learning through curation. Retrieved from https://www.hrbartender.com/2014/training/informal-social-learning-curation/

Oxnevad, S. (2012, August 16). 3 free tools to curate content. Retrieved from http://gettingsmart.com/2012/08/3-free-cool-tools-curate-content/.

Popova, M. (n.d.). CURATOR’S CODE. Retrieved from http://www.curatorscode.org/

Rosenbaum, S. (2010, May 3). Why content curation is here to stay. Retrieved from http://mashable.com/2010/05/03/content-curation-creation/#O2I_xRM6VaqN.

Stringfellow, A. (2016, April 14). 31 content marketing experts share their #1 tips and best practices for effective content curation. Retrieved from http://www.docurated.com/all-things-productivity/content-marketing-experts-share-their-1-tips-and-best-practices-for-effective-content-curation/

Weisgerber, C., & Butler, S. (2012, March 5). Re-envisioning Modern Pedagogy: Educators as Curators. Retrieved from http://www.slideshare.net/corinnew/reenvisioning-modern-pedagogy-educators-as-curators-11879841

White, N. (2012, July 7). Understanding content curation [web log post]. Retrieved from http://d20innovation.d20blogs.org/2012/07/07/understanding-content-curation/

Zhong, C., Shah, S., Sundaravadivelan, K., & Sastry, N. (2013, July). Sharing the Loves: Understanding the How and Why of Online Content Curation. In ICWSM.

 

EdTech 543: Digital Footprints

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Artifact Introduction:

During our third week in our Social Networking class, we were asked to explore digital footprints take a call of action by:

  • Research our own digital footprint
  • Reflect upon our lives in a world where digital footprints are inevitable
  • Share what we discovered when researching our own digital footprint
  • Research digital footprints in academic articles
  • Formulate a plan (10 individual strategies with supporting references) to develop a positive professional online presence & ensure that your reputation remains “safe” and positive.

Artifact Part 1: My Digital Footprint

Upon researching my own digital footprint, the only thing I found is this blog site I am writing upon today, with my educational technology portfolio. After narrowing down my search by including “Boise” (the city where I am from) in my search, I found a couple other articles that referenced me. One is the meeting minutes of a square dancing club here in Boise with notes to contact me if anyone in the square dancing club would like to volunteer in our fourth-grade rendezvous event. Another is the meeting notes to the Board of my high school that includes a petition for me to graduate a year early.

I have a 2 Facebook accounts, an Instagram, 2 Twitter accounts, and a SnapChat account among others. I have found that having two Facebook accounts, one for my professional use and another for personal use helps me ensure that I am cautious of my posts. I also have made all of these accounts private and regularly ensure that nothing is visible unless you have specific permission. That being said, living in the USA is now synonymous with “living in a digital world”, my parents who did not have social media accounts until last year, have been on Facebook for many years prior on other people’s posts. It is no longer simply a manner of ensuring that you

That being said, living in the USA is now synonymous with “living in a digital world”, my parents who did not have social media accounts until last year, have been on Facebook for many years prior on other people’s posts. It is no longer simply a manner of ensuring that you only post what you would feel comfortable being “broadcasted on the daily news” but that your behavior, in general, is one that you feel comfortable sharing. Being in education brings that up a notch, as our public image is one that we can never truly escape, everywhere we go we can encounter a student, colleague, parent, or prior students, colleagues, or parents. Because of the wonderful impact we have on

Being in education brings that up a notch, as our public image is one that we can never truly escape, everywhere we go we can encounter a student, colleague, parent, or prior students, colleagues, or parents. Because of the wonderful impact we have on so many lives, we are also in the public eye of so many people, that is something we should remember. Students and everyone around us have a glimpse of our lives, based on our digital footprint.

Artifact Part 2: Digital Footprint Plan

  1. Who is the digital you?: To begin creating a plan to create/ensure a positive professional online presence you must first begin by finding who you are online by “Googling” yourself. This should be done regularly on various different search engines. (Linaker, 2016)
  2. If it’s not nice…nothing at all: “Accentuate the Positive” (Creating, 2015) by avoiding wording that can come across as unreasonable, illogical, or closed minded by avoiding harsh criticism and keeping language positive.
  3. Use it: Creating online lessons such as webquests, video lessons, interactive lessons, etc are the exact type of things you want your signature on online. These online lessons & the sharing of these lessons via networking are the keys to our positive digital footprint as educators and demonstrate our professionalism. (Costa & Torres, 2011)
  4. Build the Brand: “Building a teacher brand can feel like an act of hubris that goes against a core teacher value: humility.” Teachers are known to be selfless givers and “tooting ones own horn” is tough to do for some however if you share what you do online others can benefit and it serves as a form of self reflection which is vital for growth. (EdSurge, 2015)
  5. Find your Tribe: The internet serves many purposes but one of the most powerful is it’s enabling of making connections. Using the internet to join groups for various different purposes being personal or professional has the power to change the world. When forces are joined, change occurs. (Creating, 2015)
  6. Go Old School: A good connection online can take you places, there is no doubt about it. However, there still is something about that face to face connection. Don’t forget to publish your work and then let others put your face to your name by being present at conferences and even taking it a step further by presenting! (EdSurge, 2015)
  7. Evolve: Mother Nature and the internet both do a wonderful job of modeling evolution. Encouraging us to “be a flexible, life-long learner, willing to accept and embrace change, willing to make a mistake and be wrong” (Stansbury, 2011). The internet facilitates and demands that we evolve, we must seek change, growth, and move with the motions if we are to succeed.
  8. Paint the Best Picture: Paint the best picture of yourself, not an inaccurate picture but the best picture. What you want people to see and ultimately judge you by, because this is what will be occuring. Keeping personal information off the internet is best practice, the internet is not a personal journal of self reflection but a record of your life as others will perceive it. (Kuehn, 2010)
  9. Lead: The children of today know not of a time before the internet, before their lives were broadcasted (without their consent and even knowledge), before selfies. Therefore, it is our job to be the example, beign a part of the online world is what we owe to our children, so we can help them navigate the digital world we created for them. (Kuehn, 2010)
  10. Prepare & Plan: Always have a plan for when things don’t go as planned. The internet is the digital world and things never go as planned in the world. Being prepared for criticism, spreading of false informatin, and for the times when “things don’t go as planned”. (Wainwright, 2012)

Standard Connection:

AECT Standard 5.3 Collaborative Practice:In order to write this blog post and conduct this reflection I had to research and ensure that I continuously practice using accepted professional and institutional guidelines and procedures.

References/Resources:

Costa, C., & Torres, R. (2011). To be or not to be, the importance of digital identity in the networked society. Educação, Formação & Tecnologias-ISSN 1646-933X, 47-53.

Creating a positive online presence. (2015). San Diego State University. Retrieved from: http://bit.ly/2dsn32P.

How to Build Your Teacher Brand (EdSurge News). (2015, December 23). Retrieved September 26, 2016, from: https://goo.gl/n1E4gO

Kuehn, L. (2010). Manage your digital footprint. Teacher Newsmagazine, 23(3).

Linaker, E. (2016). How to develop a digital presence for professional success. Entrepreneur Middle East.  Retrieved from https://www.entrepreneur.com/article/275398.

Stansbury, M. (2011). Five characterisitcs of an effective 21st-century educator. E-School News. Retrieved from: https://goo.gl/vvMi1

Wainwright, S. (2012). 5 tips to build an online reputation. Business to community. Retrieved from: https://goo.gl/Mju2LP

 

EdTech 543: The Journey Begins

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Artifact Introduction:

During our first week in our Social Networking class, we were asked to conduct a reflection focusing on answering the following questions:

  • What are you initial reactions about joining these social networks for use in this course?
  • What is your experience in using social media for your own professional development?
  • What is your experience in using social media as an instructional strategy in your learning environment?
  • What are your expectations for this course?

My reflection and answers to the above questions are found below.

Artifact: (Reflection)

What are your initial reactions about joining these social networks for use in this course? What is your experience in using social media for your own professional development?

I am excited about using these social networks for this course, I am somewhat familiar with Diigo, as we used it in other classes, I just don’t feel like I have discovered it’s full potential. I use FaceBook regularly for my personal use and for professional development. It has probably become one of my regular sources for growth as a professional in the last couple of years. I am part of a group of fourth-grade teachers from around the world and we collaborate, help one another and share resources, it is wonderful! I also follow a lot of education-related sites on FaceBook for a plethora of resources and food for thought. I also have a Twitter account that I don’t use very often for personal use, although every once in a while I will browse and find some hashtags to follow and find great resources or enticing conversations on various educational topics. I feel that social media is THE professional development of the modern teacher. There have been so many occurrences of me learning much more from time on social media (especially when I have have an objective) than in a conference dictated by my district. Don’t get me wrong, my district has some great professional development, BUT nothing beats self-directed, self-motivated learning & that is what social media is in the professional development world.

What is your experience in using social media as an instructional strategy in your learning environment? What are your expectations for this course?

In the Spring of last year, I came up with a lesson for one of my courses using Social Media, so I have been exposed to social media as an instructional strategy. I decided to use Twitter and created the #KidsPoetweet hashtag (I was pretty proud) of my idea for kids to share their poetry with other children and adults around the world during poetry month (April). This was based on the #Poetweet hashtag that is widespread on Twitter. My students were thrilled to have the opportunity and I invited the teachers I followed on Twitter to follow suite, we didn’t have much success but I encouraged my children to not be discouraged because we had only very recently started using Twitter so we didn’t have access to a wide audience. Even though we didn’t get to read many other students poems, my students were still thrilled when they tweeted their poems. We also had a student post a Tweet (& often an accompanying photo) each day to tell what we had done in class. This provided a fun way for parents to be involved. I would like to really increase my knowledge on how to effectively implement social media as an instructional strategy in the fourth-grade classroom, I believe it has great potential but would like some direct tools, ideas, and guides on how to use it to its full potential. I would also like to learn how to help parents overcome their fear of this tool in the educational environment, as I had some problems with parents not allowing their children to be a part of our Twitter project mentioned above, which was a bummer for their kids.

I am excited to embark upon this adventure and anxious to see how my learning unfolds and impacts my student’s learning.

References: N/A

Reflection of Learning/Standard Connection:

  • AECT Standard 4.3 Reflection on Practice: To create this reflection I analyzed and interpreted my experiences with social networking as an educator for both professional development and as an instructional strategy. This helped me develop an understanding of my current knowledge and feelings of the subject.

PBL Reflective Blog: Let’s Debrief!

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Post Introduction:

During our final week in Technology-Supported Project-Based Learning, we were to make final changes on our site based on our peer-evaluation feedback.  Finally, we had the opportunity complete a self-evaluation using the BIE rubric on our final project. To debrief our experience in the class we were to answer the following questions:

  • What do you know understand best about Project Based Learning? What do you understand least?
  • What did you expect to learn in this course? What did you actually learn? More, less, and why?
  • What will you do with what you have learned?

PBL Blog:

Project Based Learning-Understanding:

Prior to this class, I had no understanding of what Project-Based Learning really way. I feel that now, after going through the process of creating my own project that I can use in my classroom, I feel like I’ve learned all the parts of the planning process and all of the required elements. In the beginning, I thought a lot of the “steps” were repetitive but after creating my own project, I have come to appreciate why each of the individual parts is essential. I feel like actually teaching a Project-Based Learning unit is what I understand least because I’ve never done it. For example, actually balancing the teaching and student inquiry will be a challenge but I feel that going through this extensive planning process will definitely help!

Project Based Learning-Learning:

I expected to learn about project-based learning and why it was an important method of teaching. However, I learned that and more, I feel that I actually understand and believe why it is an important teaching method because I created my own unit based upon it. I also learned how meeting the standards and accomplishing a lot of outcomes is possible and enriched with projects such as these.

Project Based Learning-Application:

I am very excited to implement my project-based learning unit of Choose Your Own Adventure in my classroom with my fourth-graders this coming school year. I plan on teaching the unit as I prescribed it in my detailed plans, adding materials and resources, and then modifying it as I see fit for the future. I also plan on creating many more units using Project-Based Learning as a guide once I have taught this first one to really get the full picture of what it looks like in action. I am very excited because I feel that my students are going to be immediately engaged and hooked to this new style of teaching/learning.

Reflection of Learning:  This assignment required me to delve into the rubric to assess my own Project-Based Learning project and that of a peer.  I got the experience to analyze another project and see how another person took the same instructions and guidelines and made them their own. This rubric helped me to conduct an in-depth analysis of my own project and the things I needed to change to make it easier to understaNnd and implement. Finally, I synthesized the information I learned to perfect my PBL project.

  • AECT Standard 1 Content Knowledge: Upon creating my Project Based Learning unit site I demonstrated that I have the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
  • AECT Standard 2 Content Pedagogy: Upon creating my Project Based Learning unit site I develop as a reflective practitioner that was able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
  • AECT Standard 4 Professional Knowledge and Skills: While creating my Project Based Learning unit site I designed, developed, implemented, and evaluated sources to create a technology-rich learning environment (unit) within a supportive community of practice.

References: N/A

Ed-Tech 504: Final Reflective Journal

Standard

Artifact Introduction: During our final week in Theoretical Foundations of Educational Technology, we were to reflect upon our learning and experiences in this course. Specifically, we were to compose our final reflecting journal-learning log and answer the following questions:

  1. What were the most important things I learned this semester?

  2.  How was my teaching (or thoughts about teaching) impacted by what I learned or experienced this semester?

  3. Did I (or will I) use the projects, skills, or ideas from this course in my teaching, training, or professional practice? If so, how?

  4. Select three of the projects/assignments you created/wrote in this class and read the description of the related AECT standard. Then answer this question: How do these projects/assignments demonstrate my mastery of the AECT standards?

Artifact: 

References: N/A

Reflection of Learning/Standard Connection: Included within artifact above.