Integrating Technology into the Classroom Curriculum: Course Reflection

As an instructor in a higher education setting, I have had little experience reading learning theories or writing lesson plans, although I teach a heavy load of classes. This course repeatedly illustrated the need for good lesson plans, with good learning outcomes, based on good learning theories. The most important thing I learned in this class is the importance of planning class activities–with and without technology–based on good learning strategies and learning outcomes. I learned about a lot of great resources and tools for the classroom and how to effectively integrate them based on relative advantage. I also learned how to write lesson plans-something I have never done before-, and the importance of that process to developing good learning activities.

From the very first week, thinking about the aims of constructivist and objectivist approaches set the stage for implementing those approaches in planning course projects and lesson plans. The role of theory cannot be over-emphasized. A solid grounding in learning theories allows for a thoughtful plan in which directed and inquiry-based strategies can be used to develop learning objectives that are aligned with students’ educational needs and learning activities that are aligned with learning objectives.

The work in this course demonstrates mastery of three of the five AECT standards. I have met Standard 1 (Content Knowledge), which states “Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes,” with nearly all of my projects and reflections. Standard 2 (Content Pedagogy states that “Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.” I have met standard 2 with nearly all of my projects and reflections, which have also allowed me to meet standard 5. Standard 5 (Research) states: “Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning.” Not only do the archives on my final project page illustrate content knowledge, content pedagogy, and research, they are also lessons and projects that I will be using in the upcoming semester in my critical thinking classes.

The vision statement project meets standard 2 with a reflection on implementing educational technologies through the application of contemporary learning theories and learning strategies. This focus on constructivism and objectivism set the stage for a pedagogical focus throughout the course. The vision statement also meets AECT standard 5, since it demonstrates foundational knowledge of the contributions of research to the application of educational technologies.

Constructing a relative advantage chart illustrates knowledge on using and assessing educational technologies to achieve specific learning outcomes in my critical thinking class to meet standard 1. This archive meets standard 2 by using pedagogy to create learning activities for critical thinking through the application and use of educational technologies to enhance learning. The relative advantage chart meets standard 5 by exploring and evaluating methods of inquiry to enhance student learning.

The instructional software lesson plan illustrates knowledge on using and assessing instructional software to achieve learning outcomes aligned with both objectivist and constructivist learning strategies, which meets standard 1. This lesson plan meets standard 2 by using appropriate pedagogy to create a lesson plan that applies educational technologies to improve learning and meet learning objectives. It meets standard 5 by basing the integration of tutorial and spreadsheet technologies on theoretical foundations for enhancing student learning.

The software support tools list also demonstrates AECT standard 1:  knowledge on using and assessing educational technologies. This archive illustrates how a number of resources in the categories of materials generators, data collection and analysis, testing and grading, planning and organizing, and research and reference can be used to achieve learning outcomes, motivate students, provide immediate feedback, promote self-efficacy, and encourage engagement and collaboration. The software support tools list meets standard 2 by demonstrating the appropriate application of content pedagogy to the use of  technologies to enhance learning in critical thinking classes. This artifact meets standard 5 by exploring, synthesizing, and applying methods of inquiry to enhance learning.

The interactive presentation on fallacies of vagueness demonstrates knowledge on the effective use and evaluation of presentation software, meeting standard 1. This archive meets standard 2 by illustrating the appropriate application of pedagogy to the implementation of interactive technologies to enhance learning and meet learning objectives and it meets standard 5 by demonstrating inquiry-based guidelines for effective presentations.

The lesson plan on identifying arguments demonstrates knowledge on the use and evaluation of spreadsheet software. It meets standard 1 by demonstrating the ability to select the appropriate resources to support student learning and evaluate the effective integration of spreadsheets into a learning activity. This archive meets standard 2 since it illustrates the appropriate application of pedagogy in the implementation of spreadsheets to the identifying arguments learning activity. It meets standard 5 by incorporating research on inquiry-based learning strategies to enhance learning and improve performance in critical thinking.

The video integration project on evaluating arguments meets standard 1 by demonstrating knowledge on the use and evaluation of videos in classroom activities to support learning. This project meets standard 2 by demonstrating the application of video resources to enhance student learning of argument evaluation, and it meets standard 5, since it is based on appropriate pedagogical and theoretical foundations.

The project on using the internet for instruction meets standard 1 by demonstrating knowledge on the use and assessment of internet resources to implement both directed and inquiry-based learning on speech act theory. This project meets standard 2 by applying content pedagogy to create learning activities through the implementation of appropriate educational technologies. It meets standard 5 by exploring and applying theoretical methods to enhance learning on speech act theory.

The social networking project meets standard 1 by demonstrating knowledge on the use and assessment of interactive social networking software for deep argument analysis, intended to enhance student learning. This project meets standard 2 by demonstrating the appropriate application of content pedagogy to the use of social media technologies to enhance learning and meet learning objectives. The social networking project also meets AECT standard 5, since it demonstrates foundational knowledge of the contributions of research to the application of educational technologies for sharing and collaboration.

The content area projects in language arts and art, music, and physical education meet standard 1 by demonstrating knowledge on how to use and assess technology in specific content areas to achieve interdisciplinary learning outcomes. These projects meet standard 2 by illustrating the creation of learning activities based on the application of technological resources to enhance student learning through sound interdisciplinary pedagogy. These content area projects demonstrate standard 5 through the exploration and application of theoretical interdisciplinary methods for enhancing learning.

The assistive technology project meets AECT standard 1 by demonstrating knowledge on how to use and assess assistive technology for a diverse student body in higher education settings. This project meets standard 2 by illustrating appropriate application of assistive technologies to enhance learning among disabled, as well as able-bodied students. It meets standard 5 by exploring and applying methods of inquiry about assistive technologies to enhance student learning and performance in and out of the classroom.

The various blog entries for this course meet standard 1 by demonstrating reflection on practices such as learning theories, technology integration, internet safety, and assistive technologies. The blog entries also demonstrate standard 2 since the illustrate the proper application of educational technologies to learning activities in order to enhance learning and meet learning objectives. Reflections on the blog posts meet standard 5 by incorporating inquiry about and evaluation of educational technologies.

All of these projects have helped me to grow professionally since they have rooted my desire to integrate technology in learning theories. My ability to facilitate learning has improved tenfold due to what I have learned in this course about planning activities that are aligned with learning objectives, which are based on good learnings strategies. This will help me to continue to grow as I learn about instructional design and other aspects of educational technology, since I will always have a firm theoretical foundation. This has certainly changed my teaching methods. Previously, I have used minimal preparation for class activities and that preparation was typically just a refresher on course content. I put little thought into “learning activities” as such. Class activities were only scheduled as a means of student assessment, not as  means of achieving learning outcomes. My perspective now is that course planning and syllabi must begin with learning objectives and activities designed to meet those objectives.

Not only will my planning for classes look different, but my teaching will look different as well. I will be flipping all of my classes this semester. This will allow for the integration of both directed and inquiry-based activities developed to enhance student learning and empower diverse learners. One thing I would like to focus more on in the coming months, in conjunction with flipped classes, is universal design for learning. I would like to do more research on universal design and begin to implement UDL into my classes.

In conclusion, this class has not only given me myriad ideas for integrating technology, it has given me the opportunity to plan and develop activities for a flipped critical thinking class this fall. Further, and most importantly, it has helped me to establish a solid theoretical foundation with firm guidelines and solid strategies for planning and developing learning activities.

Self Evaluation:

I believe that my blogging efforts were good throughout this course. With more time, they could have been excellent. There was so much possible research to do for each module, and I feel like I could have spent months on each one. Here is my self-evaluation:

Blog Content:

Rich in content, thoughtful, made clear connections to my own teaching and research. In most cases, my reflections contained a good amount of detail and philosophical depth.

70/70

Readings and Resources:

For the  most part, I used a good amount of resources, including the course text to support my arguments and commentary. There was one blog post that was light on resources, since I included more personal experience. I always used APA style to cite my references.

15/20

Timeliness:

I always posted on time, and usually by midweek or so to leave plenty of time for responses.

20/20

Responses to Other Students:

I always responded to at least two of my peers, and I enjoyed this part of the course, since it gives a good opportunity to see what others are doing and where they are at professionally.

30/30