Reflecting and Changing Practice (EDER 679.11 Big Rocks Blog)

As I complete the course on Integrating Educational Technology, I reflect on the affordances for educators as they grapple with how to effectively shift traditional instruction to one that incorporates digital tools for learning and knowledge acquisition. First, I think we must accept that technology is here to stay and the depth of learning that can take place when given access. An essential component for educators is understanding the potential of technology, exploring research based theories that enhance practice and utilizing frameworks to guide pedagogy, selection and implementation.  Placing devices and programs in the hands of students is not sufficient educational technology instruction. Establishing a network can help teachers with training and support to effectively plan, identify and teach children. Social media, such as Twitter, is a great place for educators to connect, ask questions and search for answers as they facilitate a digital learning environment.

The course readings covered a variety of topics associated with digital technologies and effective implementation. As an assistive technology consultant with a keen interest in learning about digital tools to support a broad range of learners, the focus on educational theories, such as social constructivism, connectivism and Vygotsky’s Zone of Proximal Development provided a theoretical view of why technology integration is essential for advanced knowledge formation. This connection to practice and theory has changed my own approach when working with staff and students. Discussing the educational value of a tool and offering ideas for implementation help teachers to understand the why and how of using educational technology. Having clear goals and knowing what tools are available is essential to successful implementation.  The Technology Pedagogy Content Knowledge (TPACK) Framework (Mishra & Koehler, 2006) will be an essential tool in my repertoire as I continue my educational technology journey.

Reference

Hall, A., (2007). Vygotsky Goes Online: Learning Design from a Socio-cultural Perspective, Learning and Socio-cultural Theory: Exploring Modern Vygotskian Perspectives International Workshop 2007, 1(1), 2007.

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new

framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.