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EDLD 5398 ETL Reflections I-VIII Kimberly McKay

EDLD 5398 ETL Reflections I-VIII Kimberly McKay

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EDLD5398SP312 ET8028ETL Reflections TF-I & TF-II
Standard I
-
The Educational Technology Facilitator demonstrates an in-depth understanding of technologyoperations and concepts.
Technology Facilitation Performance Indicator I.A
The Technology Facilitator demonstrates knowledge, skills, and understanding of concepts related totechnology (as described in the ISTE NETS-T).
Technology Facilitation Performance Indicator I.B
The Technology Facilitator demonstratescontinual growth in technology knowledge and skills to stay abreast of current and emergingtechnologies.I realize the program concentration and content for this graduate program is more relevant for K-12faculty and administrators than higher education; however, I have found that the things I have learnedcan be applied to higher education and student affairs – demonstrating my knowledge, skills andunderstanding of concepts related to technology. Assessment of an educators’ technology leadershipknowledge and skills will ultimately improve the educators’ and students’ experiences in the classroom.It is an integral part of leading change and developing a realistic plan that will meet the needs of 21
st
century learners. Furthermore, assessment should be inclusive of all stakeholders: administrators,teachers, students, parents and the community. An appreciative inquiry process will identify the “best in people, their organizations, and the relevant world around them” (Appreciative Inquiry Commons,2010). Inclusion will allow all stakeholders to address the “social barrier” Prensky references in Adoptand Adapt: Shaping Tech for the Classroom and encourage more buy in from the “conservators of our culture” (Prensky, 2005). Finally, assessment may identify social and economic disparities in the student population. However, good leaders can address these issues during the appreciative inquiry process,ensuring the all stakeholder realize the value of “Edutopia” (Prensky, 2005). Not everything is the program was relevant or applicable to my current profession and future goals. I amnot in the classroom and do not supervise any faculty. I feel as though I my technology skills andattitudes have improved and as a result my ability to lead the young, digital natives that I supervise. I amfortunate to be working at a young community college that values technology in the classroom. Our classrooms are state of the art and our information services and planning division is diligent inresearching and reviewing innovative ways to support and implement technology both in and outside of the classroom. As the college looks for ways to align both career and technology as well as academicdual creditcourses, I will leverage the knowledge I have gained in the coursework. I did benefit from thewiki, blog, wordle, animoto, etc. assignments and immediately identified relevant applications in higher education, student affairs, in particular. I look forward to sharing with my staff so they can integrate intotheir own routines, presentations, and communication with prospective students.I was not aware of how many open source and/or free programs are available to support and enhanceinstruction, social networking, personal communication, etc. I will leverage this new insight to informfuture decisions regarding student affairs and technology integration for students, faculty, staff andstakeholders. I also did not realize how the course would result in me more closely examining what isoccurring in my own children’s classrooms. I am certainly more informed about the integration of, andthe need for technology in my children’s classrooms. Throughout this course I have become morefamiliar with the tools and resources that will ensure that I maintain continual growth in my technologyknowledge and skills, ensuring that I stay abreast of current and emerging technologies that willfacilitate student success and achievement.
Kimberly McKayPage | 1
 
ReferencesPrensky, M. (December 2005). Adopt and Adapt: Shaping Tech for the Classroom. Retrieved December 2, 2005, from Edutopia.org.Appreciative Inquiry Commons. Retrieved November 27, 2010, fromhttp://appreciativeinquiry.case.edu/intro/whatisai.cfm.
 
Standard II
-
Educational Technology facilitators plan, design, and model effective learning environments andmultiple experiences supported by technology.
Technology Facilitation Performance Indicator II.A
The Technology Facilitator designs developmentally appropriate learning opportunities that applytechnology-enhanced instructional strategies to support the diverse needs of learners.
Technology Facilitation Performance Indicator II.B
The Technology Facilitator applies current research on teaching and learning with technology when planning learning environments and experiences.
Technology Facilitation Performance Indicator II.C
The Technology Facilitator identifies and locates technology resources and evaluates them for accuracyand suitability.
Technology Facilitation Performance Indicator II.D
The Technology Facilitator plans for themanagement of technology resources within the context of learning activities.
Technology Facilitation Performance Indicator II.E
The Technology Facilitator plans strategies to manage student learning in a technology-enhancedenvironment.
Technology Facilitation Performance Indicator II.F
The Technology Facilitator identifies and appliesinstructional design principles associated with the development of technology resources.Although I have served as an end-user trainer in the past, and am now working in higher education, Ihave never managed a classroom, developed a lesson plan nor studied educational theory. I struggle withthe TEKS and K-12 standards. I am not familiar with the standards and the learning curve was steep. AsI progressed through the program, I realized that in order to provide efficient and effective service to our K-12 partners, my familiarity with the standards is essential.I appreciated the applied examples for learning in both texts and other readings. It gave me anopportunity to contextualize how technology is applied in K-12 classrooms to maximize learning.Furthermore, I was able to reflect on how I may integrate the standard, theories and best practices in myowncommunity collegestudent affairs learning outcomes. Solomon and Schrum (2007) warn that sittingon the sidelines is no longer an option; teachers must embrace students’ technology interests andcapacity while leveraging their strength, pedagogy, to help students learn. In my case, I must consider how I can integrate Web 2.0 tools into the processes I “own” including outreach, admissions,assessment and graduation. Although social networking is included in the prospective and current studentcommunication plans, should it have a more prevalent role? What other tools may be “harnessed” tocreate Gladwell’s (2002) “stickiness” and “tip” admissions yield, retention and graduation rates?
Kimberly McKayPage | 2
 
As educators we need to balance our need to measure what students learn with how students will usewhat they have learned to solve problems both in and outside of the classroom. The Partnership’s 2004report Learning for the 21st Century report implies that the current educational system is irrelevantunless we bridge the gap between how student live and learn (Solomon & Schrum, 2007). For example,constructivists encourage students to bridge that gap by allowing student to be actively involved in thelearning process. Constructivism encourages students to synthesize and contextualize the informationthey learn by constructing their own meaning (Sprague & Dede, 2009). Connectivism further bridges thegap by incorporating 21st century tools that allow learners to “connect and collaborate” with peers, theteacher and with professionals (Friedman, 2005). Connectivism moves learning out of the classroom anddiscipline specific silos we experienced in traditional classrooms in the 20th century, preparing studentsfor success in our global, digital society. Together, constructivism and connectivism will help students to“know what they don’t know” by harnessing their interests, expertise and current social environments.As usual, for me, the richest learning occurred during the group project. I worked with peers that havediverse interests and expertise. I enjoyed the collaboration and the opportunity to learn and teach my peers. I was able to leverage my own experience in student affairs andenrollmentmarketing tocontribute. I gained insight regarding K-12 curriculum, technology, and multi-media instruction that willimpact student learning, achievement and success. The use of multimedia instruction can significantlyenhance student learning if properly designed and implemented (Understanding Multimedia Learning:Integrating Multimedia in the K12 Classroom, 2008).While digital immigrants like me may find it difficult to integrate technology into the curriculum or into processes, we have learned from this program that the digital natives crave it. Rather than resist, Roseand Meyer (2002) encourage teachers to integrate multimedia into instruction, helping to removecurriculum barriers and improve learning for all students. In higher education, I anticipate thattechnology will alter student support services. We rely on technology both in and out of the classroom tosupport student learning. In addition, leverage technology to use data to review student patterns, behavior and success. Data sharing promotes transparency and accountability. With increasedonlinelearning,we must provide equitable advising, counseling, tutoring and student engagement opportunitiesto our virtual students. In addition, as we all face budget and personnel cuts, we must leveragetechnology to create a sustainable college ready, college going and college completing culture.Finally, like K-12, community colleges are undergoing a cycle of continuous improvement. We also faceunprecedented challenges in preparing students for the demands of the future workplace (William, 2007, p. 36). As a student affairs administrator, I need to ensure that students are challenged in the classroomand not our processes. Together, my staff and I need to identify student barriers in our processes anddevelop solutions that facilitate the successful navigation of those barriers while complying with stateand federal standards and benchmarks. By allowing frontline personnel to be involved in the continuousimprovement cycle, college administrators can harness the talent of all stakeholders and their unique perspectives (Marino, 2007, p. 10).ReferencesFriedman, T.L. (2005).
The world is flat: A brief history of the twenty-first century
. New York: Farrar,Straus & Girous.Gladwell, M. (2002).
The tipping point: How little things can make a big difference
. New York: Little,Brown and Company.
Kimberly McKayPage | 3

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