Module 7

In reflecting on this semester and all that I have been exposed to in the world of technology in the classroom, I believe that the way in which technology is being used and acts as a catalyst for student learning is more important than the inherent qualities of the technology tools themselves. Students are exposed to excessive amounts of technology on a daily basis, so finding ways to use technology so that the subject material will seem more relevant to the students makes technology more valuable in the classroom. Of course, any teacher can use technology and not reap the benefits, but this course has opened my eyes to some of the ways in which technology in the classroom can be fresh and engaging. In particular, technology that is focused on inquiry-based learning is of much greater value than simply using technology just to use technology. As Coffman (2013) states, “Through the process of inquiry, your students will be engaged, motivated, and eager to learn new ideas and concepts” (p. 7).

In creating my Web Based Inquiry lesson, I experienced a great deal of frustration, which is why I personally dislike technology so much. I believe that this is the biggest hurdle for me to overcome in order to use technology successfully in the classroom. My own attitude and perceptions of technology make me resistant to use it, even though so many great tools are available to me. I do realize the benefits of integrating technology into the classroom, and I have seen some educators do it quite gracefully. At the same time, I have seen plans completely fail due to some malfunction. I will be honest in that it really scares me at times that we have become so dependent on technology.

As a math teacher who teaches geometry, a subject that requires a great deal of logic, I feel the students’ attentiveness in solving a problem has diminished due to the availability of answers. Why should a student have to think through a problem logically when they can just search for the answer online? Because of the desire for instant gratification, students are no longer thinking at the higher levels they once were. I believe that this affects their long-term learning. On the flip side of the coin, students are entering a workforce where the technology skills are highly valued (Solomon & Schrum, 2010, p. 1). Often this technology does most of the thinking once required by the human. I will not disagree that we have made great strides in technology, but I will argue that it does not always make our lives better as most people believe.

In conclusion, I believe that technology has great value if used appropriately. I wish to find ways to bring some of these tools into my own classroom, as I know that they can greatly enhance student engagement.

Coffman, T. (2013). Using Inquiry in the Classroom: Developing Creative Thinkers and Information Literate Students (2nd ed.). Lanham, MD: Rowman & Littlefield Education. 

Solomon, G., & Schrum, L. (2010). Web 2.0: How-to for Educators. Washington, DC: International Society for Technology in Education.

Module 6 Reflection

 What I enjoyed most about this module is the focus on distance learning. As a student who has taken a couple of online courses, including this one, I can say that distance learning certainly has its advantages and disadvantages. I believe that it is a powerful option to have for students, especially those who are not able to get the courses they need otherwise. Whether a student has physical or mental health issues and is not able attend school, or a small school district is not able to offer courses to meet the needs of students at the extremes, distance learning is able to afford the opportunity to students who would not receive the education otherwise (Coffman, 2013, p. 163).  

From my personal experiences with online courses, I love the flexibility. Many people have busy schedules, and having the option of working through a course that fits a busy schedule is a blessing. I believe the hardest part is navigating and starting an online course, especially if I am not familiar with the platform, or if the teacher is not as well organized. As a teacher, I know that I would have to have even more structure and organization in order to handle the needs of my students, in addition to an adjustment in my pedagogy (Coffman, 2013, p. 163). As a student, a difficult part of online courses is making sure I do not fall behind. While most courses are not completely self-paced, certain amounts of discipline and time management skills are needed to be successful.

I am not familiar with the distance learning courses offered in my school district. I know that we offer credit recovery programs, which are particularly beneficial to students whose needs cannot be met in a conventional classroom. I believe that distance learning courses would greatly benefit students who are receiving a homebound education as well. Another huge benefit of distance learning is that students can be exposed to many different resources that they might not see otherwise in a traditional classroom (Coffman, 2013, p. 163).

The topic of virtual worlds came up again in this module, and I am still on the fence about this particular method of learning and networking. I am sure that many people find great value, but I believe that these tools do not suit my personality and needs at the moment. Maybe I will come to a time in my career where I will find these tools valuable to me. At this point however, I do not find virtual worlds particularly intriguing. I do realize that for many of my students, this method of learning could be highly engaging and efficient.

As always, I am blown away by all the possibilities when it comes to integrating technology into the classroom. Being a rather uncreative person, I find many of these methods fascinating and intimidating at the same time. However, times are changing, as are our students. In order to be an effective educator, I must reach out and meet the needs of my students, even if it means overcoming some of my own insecurities when it comes to technology.

Resources

Coffman, T. (2013). Using Inquiry in the Classroom: Developing Creative Thinkers and Information Literate Students (2nd ed.). Lanham, MD: Rowman & Littlefield Education. 

Module 5 Reflection

As I learn about all these tools, I realize more and more why I decided to become a math teacher: I am not creative. Coming up with a lesson for this mini project stretched my mind a little. However, I realize the importance of making the material relevant and engaging for our students. Why I love pure mathematics, most students want to know why they have to sit there and learn the material, as well as how it will help them in the real world. For my second Mini Project, I selected a Google Maps Trek. Students look at examples of architecture around the world that employ geometric concepts in a unique way. Of course, with geometry being the study of the measurements of the world, shapes are all around us. Hopefully this activity will get the students thinking about the concepts we cover in class in a more practical and useful method. I integrate it as an introduction into a lesson on 3-D shapes.

A couple of topics stood out to me in the reading for this week. In Coffman’s Using Inquiry in the Classroom, the idea of bringing inquiry into assessments really caught my eye. The importance of authentic assessments is discussed regularly among teachers. However, this is the first time I heard about bringing inquiry into assessment. After all, we are trying to build the inquiry skills in our students, so shouldn’t the assessment reflect that philosophy as well? The goal of creating an inquiry-based activity is to have students think, question, and explore a concept, rather than being told what they should know. So why would the assessment not reflect that as well? Coffman (2013) defines assessment “as the process of documenting, in measurable terms, knowledge and skills gained from the lesson or activity” (p. 139). Making sure that the students are exploring and understanding the concepts they need to know is important in designing an inquiry-based activity. We want for the students to be engaged and excited about material, but that is not enough if they do not gain the understanding and skills meant to be acquired.

Another topic that caught my interest in this week’s reading was the concept of a virtual world. I have mixed feelings about these personally, and I do not know that this is a tool I would use in my classroom. However, after reading about the virtual worlds available, I do not doubt the usefulness of such a tool. For example, teachers can use it for their own professional development in order “to improve their practice, reflect on their activities, and learn from others” (Solomon & Schrum, 2010, p. 125). Likewise, students can use virtual worlds to “play, build, interact, and explore” (p. 118). I can see that just like many other Web 2.0 tools, virtual worlds can play a valuable role in education. However, I do not like the trend where interactions are becoming more web-based. Virtual worlds afford opportunities that might not be available otherwise, but I am a huge advocate of getting away from the computer and exploring the world around us, which includes human interactions that are not over an impersonal computer. I do not see myself using this tool. I like for all my social networking to be based on in person interactions.

Sources

Coffman, T. (2013). Using Inquiry in the Classroom: Developing Creative Thinkers and Information Literate Students (2nd ed.). Lanham, MD: Rowman & Littlefield Education. 

Solomon, G., & Schrum, L. (2010). Web 2.0: How-to for Educators. Washington, DC: International Society for Technology in Education.