Students & Technology: Reflections
Artifact: Positive Youth Development Seminar
EDUC 5005G Social and Cultural Context of Education
Key Ideas: Making connections, prior knowledge
Though the Social and Cultural Context of Education course did not specifically focus on technology, the main themes of this assignment present significant insight into its use in education by investigating an example of how the medium can impact the message. Using technology in education can create opportunities for student learning through pedagogy not possible without its use, in the same way that environmental action was able to facilitate Positive Youth Development (PYD).
PYD represents a paradigm shift in traditional approaches to youth education because it takes an “asset-based approach” which recognizes youth potential, and acknowledges that the absence of social problems does not mean students are well prepared for adulthood. PYD advocates viewing a person as a whole rather than taking behaviour in a certain context as an indicator of the person as a whole.
Systems thinking, or looking at the "big picture", is something I have become better at through completing the M.Ed.(I learned specifically about systems thinking in Leadership and Technology). I recall feeling overwhelmed in my first courses (Online Technology in Ed and The Adult Learner in a Digital Age) because I had nothing to connect my learning to. I privately emailed Francois and asked him what online technology was because I was embarrassed by my confusion, and felt like I was missing something. The research for this portfolio has mentioned multiple times that constructing new knowledge requires acknowledgement and investigation of prior knowledge, and preconceptions about content, and about learning (Hughes' cognitive constructivist learning perspectives, Bransford et al. How People Learn, constructivism, andragogy). As I continued on with my courses and adjusted to adobe connect, I got to know my fellow students, and became comfortable in my role as student.
Initially, the format of the courses was confusing (Cognitive Theory of Multimedia), but in comparison to my Human Resources Management and AQ course work (all online asynchronous, Moodle or Blackboard based courses), I found the back channels and multimedia sharing made possible by Adobe Connect created an exciting and stimulating environment that was challenging and thrilling. I looked forward to class each night (well, four nights a week from May/June!), even if I didn't speak or participate much at first.
As per the ARCS model, my attention was gained by open ended questions and whole class and break out discussions and debates, but especially by the social aspect of the course. Francois' class had a lot of big personalities and everyone let their sense of humor show. The content of this course, and that of the Adult Learner course I took in the same term, were timely and relevant for me: I was supply teaching, and taking courses online. Once I got a few weeks under my belt I felt more confident, and the ability to apply my learning in the classroom was very rewarding.
Artifact: Student Centered Learning Blog & Video
EDUC 5103G Online Technology in Education
Key Ideas: Role of Student, Collaboration, Student Centered Learning, PBL
My blog in Francois’ Online Technology in Education course was my first group work assignment in the program, and my first time in a long time collaborating from a student perspective. I had worked with colleagues on projects in my teaching job (assemblies, concerts, masses, professional development), but not in my AQ or HRM courses. Online group work and collaboration seemed a nightmare (a preconception) for a busy professional like myself.
Blogging was something I had done long before starting the M.Ed, but writing for an M.Ed class probably provided the largest and most highly educated audience I had ever written for. The blog format worked well for attempting to arrive at a new pedagogy because participants responded to both instructor posed questions and peer blog posts. I also reflected on my learning and our classroom discussions, and my professional practice. Some of us were even able to write about implementing our ideas in their own schools and classrooms. Responding asynchronously (and having time to consider and research before responding) engaged us in social learning at its finest. We participated in student centered learning while writing about it, and teaching with it.
Having now spent more time in the program, looking back at my blog, the ideas were not overly innovative. As I re-read my posts I see hints of theories and ideas that I have since been explicitly exposed to in other courses, and in my own research. I see now that we were identifying gaps that experts in education had been researching for years, but the power of discovering it for ourselves in an authentic way, was motivating and fulfilling. Though I don’t think we answered Francois question of "what is the new pedagogy", my interest in doing so was ignited.
Artifact: Meaningful Technology Tool: Prezi & Meaningful Use Wiki
EDUC 5303G Technology and the Curriculum
Key Ideas: Net Generation, 21st Century Skills
The Technology and the Curriculum course took place much later in the program for me. By this time I was (pregnant!) looking ahead to the completing the courses, and starting to think about my portfolio. Though some topics were very familiar (constructivism anyone??), until this point I had not come across specific research about how learners are changing over time and what learning for the future would look like. This course really got me thinking about my students and how different they might be from me in their learning styles and goals, and how my teaching must accommodate those differences.
My human resource texts told me that we are training our students poorly, and for the wrong type of job. Graduates are having trouble finding work, but businesses are struggling to find the right candidates to fill new positions. Considering 21st Century Skills and the Net Generation gave me insight into this problem. As I continue to read and discuss these matters further, I hope to find more answers.
Studying 21st Century Skills and Net Generation also encouraged me to reflect on my own skills and preferences as a learner, and my place in the employment landscape. On the cusp of the double cohort, and the beginning-of-the-end of immediate permanent teaching jobs, this course has given me some ideas about where to improve myself, and what to think about as I continue my education and look for new job opportunities.
EDUC 5005G Social and Cultural Context of Education
Key Ideas: Making connections, prior knowledge
Though the Social and Cultural Context of Education course did not specifically focus on technology, the main themes of this assignment present significant insight into its use in education by investigating an example of how the medium can impact the message. Using technology in education can create opportunities for student learning through pedagogy not possible without its use, in the same way that environmental action was able to facilitate Positive Youth Development (PYD).
PYD represents a paradigm shift in traditional approaches to youth education because it takes an “asset-based approach” which recognizes youth potential, and acknowledges that the absence of social problems does not mean students are well prepared for adulthood. PYD advocates viewing a person as a whole rather than taking behaviour in a certain context as an indicator of the person as a whole.
Systems thinking, or looking at the "big picture", is something I have become better at through completing the M.Ed.(I learned specifically about systems thinking in Leadership and Technology). I recall feeling overwhelmed in my first courses (Online Technology in Ed and The Adult Learner in a Digital Age) because I had nothing to connect my learning to. I privately emailed Francois and asked him what online technology was because I was embarrassed by my confusion, and felt like I was missing something. The research for this portfolio has mentioned multiple times that constructing new knowledge requires acknowledgement and investigation of prior knowledge, and preconceptions about content, and about learning (Hughes' cognitive constructivist learning perspectives, Bransford et al. How People Learn, constructivism, andragogy). As I continued on with my courses and adjusted to adobe connect, I got to know my fellow students, and became comfortable in my role as student.
Initially, the format of the courses was confusing (Cognitive Theory of Multimedia), but in comparison to my Human Resources Management and AQ course work (all online asynchronous, Moodle or Blackboard based courses), I found the back channels and multimedia sharing made possible by Adobe Connect created an exciting and stimulating environment that was challenging and thrilling. I looked forward to class each night (well, four nights a week from May/June!), even if I didn't speak or participate much at first.
As per the ARCS model, my attention was gained by open ended questions and whole class and break out discussions and debates, but especially by the social aspect of the course. Francois' class had a lot of big personalities and everyone let their sense of humor show. The content of this course, and that of the Adult Learner course I took in the same term, were timely and relevant for me: I was supply teaching, and taking courses online. Once I got a few weeks under my belt I felt more confident, and the ability to apply my learning in the classroom was very rewarding.
Artifact: Student Centered Learning Blog & Video
EDUC 5103G Online Technology in Education
Key Ideas: Role of Student, Collaboration, Student Centered Learning, PBL
My blog in Francois’ Online Technology in Education course was my first group work assignment in the program, and my first time in a long time collaborating from a student perspective. I had worked with colleagues on projects in my teaching job (assemblies, concerts, masses, professional development), but not in my AQ or HRM courses. Online group work and collaboration seemed a nightmare (a preconception) for a busy professional like myself.
Blogging was something I had done long before starting the M.Ed, but writing for an M.Ed class probably provided the largest and most highly educated audience I had ever written for. The blog format worked well for attempting to arrive at a new pedagogy because participants responded to both instructor posed questions and peer blog posts. I also reflected on my learning and our classroom discussions, and my professional practice. Some of us were even able to write about implementing our ideas in their own schools and classrooms. Responding asynchronously (and having time to consider and research before responding) engaged us in social learning at its finest. We participated in student centered learning while writing about it, and teaching with it.
Having now spent more time in the program, looking back at my blog, the ideas were not overly innovative. As I re-read my posts I see hints of theories and ideas that I have since been explicitly exposed to in other courses, and in my own research. I see now that we were identifying gaps that experts in education had been researching for years, but the power of discovering it for ourselves in an authentic way, was motivating and fulfilling. Though I don’t think we answered Francois question of "what is the new pedagogy", my interest in doing so was ignited.
Artifact: Meaningful Technology Tool: Prezi & Meaningful Use Wiki
EDUC 5303G Technology and the Curriculum
Key Ideas: Net Generation, 21st Century Skills
The Technology and the Curriculum course took place much later in the program for me. By this time I was (pregnant!) looking ahead to the completing the courses, and starting to think about my portfolio. Though some topics were very familiar (constructivism anyone??), until this point I had not come across specific research about how learners are changing over time and what learning for the future would look like. This course really got me thinking about my students and how different they might be from me in their learning styles and goals, and how my teaching must accommodate those differences.
My human resource texts told me that we are training our students poorly, and for the wrong type of job. Graduates are having trouble finding work, but businesses are struggling to find the right candidates to fill new positions. Considering 21st Century Skills and the Net Generation gave me insight into this problem. As I continue to read and discuss these matters further, I hope to find more answers.
Studying 21st Century Skills and Net Generation also encouraged me to reflect on my own skills and preferences as a learner, and my place in the employment landscape. On the cusp of the double cohort, and the beginning-of-the-end of immediate permanent teaching jobs, this course has given me some ideas about where to improve myself, and what to think about as I continue my education and look for new job opportunities.