6.2 Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)
Artifact: Weebly Blog
Reflection:
Regular reflection is a critical component of continuous learning since the reflection process allows educators to consider the successes and failures experienced, and make any considerations for improvement in the future. While completing my Ed.S, I regularly reflected on the development of my knowledge, skills, and dispositions as I completed each required course in the program; I also composed several blog postings about various topics related to digital tools and resources, and technology-related learning issues, such as Internet safety, equitable access, and diversity. I have linked my entire Weebly blog as this artifact because the blog as a whole clearly demonstrates my ability to reflect on my technology-related learning and teaching.
Upon completing each ITEC course in the Instructional Technology program, I composed a course reflection, which demonstrates my ability to regularly evaluate and reflect on my professional practice and dispositions. For example, in the blog post I wrote after completing ITEC 7400 21st Century Teaching and Learning, I reflected on the importance of an evaluation process for selecting digital tools and resources for the classroom. Rather than simply choosing the newest or most creative technologies, or having students complete assignments for technology’s sake, teachers should focus on the type of learning transformation that is possible by using technology, such as engaging students in critical thinking, collaborating with peers and experts, or evaluating multiple arguments to support a position. Similarly, in my final reflection for ITEC 7430 Internet Tools in the Classroom, I considered two of my favorite technology tools—Padlet and Google Docs—discussing strategies I had already developed for using these tools to address content standards and student technology standards, as well as proposing new uses I would like to try in the future. Finally, upon completing ITEC 7460 Professional Learning and Technology Innovations I contemplated on the trials and rewards of technology coaching and leading professional development. Although working with adult learners presents a new set of challenges as opposed to working with students, the process can be just as rewarding when participating teachers develop new knowledge and skills that they can use in their classrooms. In reality, I may influence more students as a technology coach than as a classroom teacher since my impact may reach as far as each student in each teacher’s classroom.
Reflecting is an important teaching skill that I hope to add to my regular lesson planning routine. Although I revisit and tweak lessons each year, I think it would be more helpful to reflect upon lessons in writing shortly after implementing the lessons. This practice would allow me to more easily remember the strengths and weaknesses of the lesson and to document my initial thoughts about the areas of the lesson that need modifying and possible ways to modify the lesson. As a technology coach, I may change the reflection blog to reflect instead on various technology coaching sessions and the strategies that seemed to be effective or ineffective in engaging and instructing the teacher participant. A personal lesson plan blog or reflective coaching blog would certainly require some effort on my part to maintain and regularly contribute to, but I do think it would a valuable component of my commitment to continuous learning and reflection as a teacher and a technology coach.
Reflecting is an important part of faculty development because it forces the teacher to look inward. As teachers and technology coaches, we are constantly focused on the outward product—student achievement in the form of test scores or perception results—but strong, effective teachers also look at themselves to ensure that their practices and instructional strategies are research-aligned and producing the greatest possible outcomes possible. Only in looking back on practice can teachers continue to move students forward.
Regular reflection is a critical component of continuous learning since the reflection process allows educators to consider the successes and failures experienced, and make any considerations for improvement in the future. While completing my Ed.S, I regularly reflected on the development of my knowledge, skills, and dispositions as I completed each required course in the program; I also composed several blog postings about various topics related to digital tools and resources, and technology-related learning issues, such as Internet safety, equitable access, and diversity. I have linked my entire Weebly blog as this artifact because the blog as a whole clearly demonstrates my ability to reflect on my technology-related learning and teaching.
Upon completing each ITEC course in the Instructional Technology program, I composed a course reflection, which demonstrates my ability to regularly evaluate and reflect on my professional practice and dispositions. For example, in the blog post I wrote after completing ITEC 7400 21st Century Teaching and Learning, I reflected on the importance of an evaluation process for selecting digital tools and resources for the classroom. Rather than simply choosing the newest or most creative technologies, or having students complete assignments for technology’s sake, teachers should focus on the type of learning transformation that is possible by using technology, such as engaging students in critical thinking, collaborating with peers and experts, or evaluating multiple arguments to support a position. Similarly, in my final reflection for ITEC 7430 Internet Tools in the Classroom, I considered two of my favorite technology tools—Padlet and Google Docs—discussing strategies I had already developed for using these tools to address content standards and student technology standards, as well as proposing new uses I would like to try in the future. Finally, upon completing ITEC 7460 Professional Learning and Technology Innovations I contemplated on the trials and rewards of technology coaching and leading professional development. Although working with adult learners presents a new set of challenges as opposed to working with students, the process can be just as rewarding when participating teachers develop new knowledge and skills that they can use in their classrooms. In reality, I may influence more students as a technology coach than as a classroom teacher since my impact may reach as far as each student in each teacher’s classroom.
Reflecting is an important teaching skill that I hope to add to my regular lesson planning routine. Although I revisit and tweak lessons each year, I think it would be more helpful to reflect upon lessons in writing shortly after implementing the lessons. This practice would allow me to more easily remember the strengths and weaknesses of the lesson and to document my initial thoughts about the areas of the lesson that need modifying and possible ways to modify the lesson. As a technology coach, I may change the reflection blog to reflect instead on various technology coaching sessions and the strategies that seemed to be effective or ineffective in engaging and instructing the teacher participant. A personal lesson plan blog or reflective coaching blog would certainly require some effort on my part to maintain and regularly contribute to, but I do think it would a valuable component of my commitment to continuous learning and reflection as a teacher and a technology coach.
Reflecting is an important part of faculty development because it forces the teacher to look inward. As teachers and technology coaches, we are constantly focused on the outward product—student achievement in the form of test scores or perception results—but strong, effective teachers also look at themselves to ensure that their practices and instructional strategies are research-aligned and producing the greatest possible outcomes possible. Only in looking back on practice can teachers continue to move students forward.