504: Theoretical Foundations of Educational Technology
In my efforts to develop a definition for the term educational technology I decided to consider several sources and break the concept down to really understand its meaning. First I considered the textbook definition for the word ‘educational.’ The definition I found was: “Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.” Bednar, M. R., & Sweeder, J. J. (2005)
While the definition for education is rather clear cut, I decided that like Luppicini pointed out, the concept and use of the term technology needed further consideration. According to the social science scholars’ use of the term, ‘technology’ refers to the “organization of knowledge for the achievement of practical purposes as well as any tool or technique of doing or making, by which capability is extended.” Luppicini, R. (2005)
Like most people today I generally use the term technology to describe electronic devices and software that I use to complete daily tasks more efficiently. I think the use of any tools to efficiency facilitate meaningful learning is the most complete definition for educational technology. Looking back at the history of educational technology it is evident that as time and technology continue to change, so does the definition. The tools teachers use in their classrooms has and will continue to evolve as new ideas are shared and more technology becomes available in our schools.
Luppicini, R. (2005). A Systems Definition of Educational Technology in Society. Educational Technology & Society, 8 (3), 103-109.
Bednar, M. R., & Sweeder, J. J. (2005). Defining and applying idea technologies: A systematic, conceptual framework for teachers. Computers in the Schools, 22(3/4).
Module 1 Reflection
Considering the definition I have developed for Educational Technology, I must now take the time to consider how do I fit into the mix with my own teaching practices. Within my school district, I do feel fortunate to have access to the a good number of technology resources. In my classroom I have a Smartboard, digital camera, FM Hearing Assistive Technology for Students, desktop workstation, teacher iPad, document camera, and high speed internet connection. Within my school I have access to class computer labs, printers, copiers, district print shop, and mobile computer labs with laptops and iPads. Our school has one full time technology facilitator who is responsible for everything from acquiring new technology for our school to networking and all updating. Within our district, grants are available for teachers to acquire new technology for their classroom use.
If I were to rate myself on how well I integrate technology into my teaching and professional practices I would say I am about a 7 out of 10. I am more proficient and comfortable with using technology than most teachers, however I am not an expert (yet), and I have a list of things that I know I want to improve and more fully utilize. I feel comfortable using all the technology available to me to supplement my instruction in any way, however I can’t help but feel like I could be doing more.
I have had very little practical or conventional training in working with technology. My training is pretty much all self-taught or only was for very basic level of usage. My school district offers professional development courses occasionally for iPads or interactive white boars which I have attended before. I think that the problem with them is that they provided basic and remedial information, which I already knew. I would prefer if they offered an advanced version of the classes so most teachers who already understand basic functions could learn tools and tricks to really take the integration in the classroom to the next level.
With this being the 4th class I have taken as part of my EdTECH MET program, I can’t say I feel I have learned anything substantial for working with or improving my technology skills. I definitely know how to blog now since I have had to create several for my EdTECH course work, I am also working to develop a classroom blog for my students and parents to access. I think that in 502 I had the most applicable training on how to understand source code and create web pages. Through my coursework I have been introduced a multitude of available resources like programs, applications, and websites. I am becoming an expert at writing about integrating technology, and its importance, and history, but I am still hoping to learn more about how I can become better at using it.
I am always looking for new ideas and I think that any time teachers can come together and share their experiences, we have an opportunity to grow.
Module 2 Reflection
In your Module 2 Reflect, you should begin creating linkages between your own epistemological beliefs and your classroom instruction. Do you see inconsistencies in what you do and what you believe? See if you can extend your thinking to include ways in which you incorporate technology into your curriculum. For example, drill and practice software used for test preparation and/or remediation fit most behaviorist learning theories which fall under objectivist epistemologies. Would this necessarily fit withr own beliefs about the nature of learning?
After creating my paper on learning theories, I have confirmed that my epistemological beliefs align with the concepts of the Constructivism learning theory. Like Piaget, I believe children use a unique cognitive process to construct understanding through their experiences. In my classroom it is evident that hands on learning allows for the most authentic learning opportunities. In my experiences as both a teacher and a learner I have found that ‘doing’ is the best way to learn and practice skills to become proficient.
Through art, my students are able to experiment with various mediums and explore key concepts through hands-on learning. Through each assignment, previously taught skills are reviewed and built upon to allow students opportunity for practice towards mastery. As an art teacher, my job is primarily focused on guiding my students as they work through the creative process and make their own discoveries rather than simply supplying them with facts and answers. I teach my students how to utilize the tools and materials in a way which facilitates their desired outcomes. Much like instructional software, art allows students the flexibility to explore and make mistakes which encourages students to push their normal limits.
I have created a mantra for how I view the concept of learning in my classroom, in elementary art it is often times the process over the product. This idea de- emphasizes the importance of the final outcome as a measure of what was learned and focuses on the importance of the process which the learning occurred. Unlike a test, my grades are not based on a percentage of how many right answers students had, but instead, there are many solutions which the learner could develop.
While my teaching philosophy aligns all of the main constructivist principles, I found there are other learning theories which I incorporate into my classroom. When it comes to classroom management, the Behaviorist learning theory employs many concepts which help to define classroom procedures and reinforce student behavior. Creating a system of positive and negative consequences can help define expectations and provide motivation for students.
Module 3 Reflection
In your Module 3 Reflection extend your linkages between theories of learning, theories of educational technology and your own classroom instruction or professional practice.
This week through my review of the chapter: Activity Theory in the Learning Technologies I took a look at how objects and community effect the learning outcomes. Based in the ideology of Vygotsky a framework was created as a tool to understand how learning, actions, and objects transform to fit the needs of a learner.
This Cultural Historical Activity Theory, or CHAT framework has evolved to examine the ways that personal relationships, objects and knowledge are shaped and changed by cultural interactions.
As a constructivist I understand that learning is social and occurs when the child constructs new understanding by integrating their prior experiences into what they already know. Adding to that, the CHAT framework is a natural extension that cultural contexts such as language and objects affect how learning occurs with each child.
When a child has an object or tool that he uses when applying new knowledge to the internalized thinking processes. they are Cultural norms and expectations help define what a child already knows while mediating how they interact with the environment around them and form relationships.
One of the key ideas of Vygotsky was the ZPD or Zone of Proximal development. This is a process of basing academic performance objectives at a level, which is just above what the learner can do on their own in order to propel cognitive growth. The role of the teacher here is to mediate the child’s cognitive development utilizing resources to aid and measure the student’s progress. As my students’ abilities grow they become more independent as learners and expand the field of what they are capable of.
Module 4 Reflection
For Module 4 Reflection, you need to critically analyze the connections among emerging technologies, learning theories, and theories of educational technology. Use what you have learned to extend these linkages to your own classroom instruction.
The primary connection among emerging technologies, learning theories, and theories of educational technology is the element of change and progression. The word technology is defined as information on anything that man makes for his benefit out of resources available, in order to make tasks simpler to perform. (stone tools, fire, wheel etc). Technology refers to the ever evolving tools or processes we use to improve how we perform tasks, including learning and teaching.
Education is a system which is constantly changing and evolving to meet the needs of the learner and satisfy the objectives for learning relevant skills to succeed in the world. Learning theories and emerging theories both aim to create a framework to understand and systematically approaching how people learn and pedagogy for teaching. The history of learning theories has evolved as people attempt to understand how one thinks about things in order to construct knowledge, as well as applie new learning.
As technology becomes more deeply rooted in the education system, new theories emerge to explain the relationship for how information is presented and shared in the learning setting. No longer is the teacher seen as the sole expert for information and guidance in the classroom, but rather the guide to understanding key resources and developing concepts by the individual. The very setting for which education takes place has been transformed by technology from a traditional school house to a virtual online network of people and resources from anywhere in the world.
Technology is constantly changing and teachers, including myself, must strive to stay up-to-date in order to provide students with the networks and support needed to become self-directed learners. By integrating technology into my content I am providing my students with opportunities to become proficient at utilizing technology as an educational means. Students must become comfortable in their own ability to seeking information and online content. Creating class wikis and blogs where students can share and interact with peers lays a foundation for creating an online network for exchanging information. Educational technology integration allows students to practice skills sets for managing resources and the wealth of information available to them through online content.
Module 5: Reflective Journal –Learning Log
For this reflective Journal-learning log, you will write a one-page reflection paper about your experiences in this course.
To sum up my experience in the course 504: Theories of Educational Technology I would consider the most important thing I learned to be a more thorough understanding of learning theories and how they apply to teaching. I really focused my studies on the history of learning theories and how they have lead up to today’s emerging theories such as Connectivism. Educational technology has radically changed the education system which creates a need for new concepts of how learning happens in the 21st century.
Prior to this class I had not considered how greatly educational technology has impacted the way people learn, it has created a new environment of networking and provided access to infinite resources for any content. This course made me think about educational technology as a far more in-depth concept than simply a method for teaching or a tool we use to integrate content . Educational technology has transformed how people access information by connecting people to anyone, any information, and anywhere they want to be in the world at all times.
The primary application for what I have learned in this course would be the concept of networking and Constructivist Learning Theory. I am very interested in creating a network for my students to access online where they can interact with me, one another, and access content. I am continuing to find ways to integrate Construcivist teaching practices which encourage students to make their own connections and meaning from my content.
My three favorite projects from this course were the Learning Theories Paper, the Annotated Bibliography, and my Final Synthesis Paper on Connectivism. These assignments demonstrated my mastery of the AECT standards by having me consider instructional strategies as well as learner characteristics through learning theories. I had to develop knowledge of available resources and how these could be utilized within the classroom. I gained and understanding of learning theories and how to skillfully implement teaching practices that support students and allowing them to make meaningful connections to material.
Christina Baysinger: EDTECH Learning Log 