IAE-Pedia - Topic of Interest turned into Reflection

I was interested in writing up on Project-Based Learning, but soon found myself looking back at the semester teaching EDT300 implementing Project-Based Learning - not a true contribution to the Pedia, but rather a refection on my own experience - so on this blog it goes...

I have become more interested on Project-Based Learning while teaching a class “Teaching with Technology” aiming to prepare pre-service teachers in integrating technology in the classroom. I was familiar with the methodology but did not have experience truly implementing it outside of the ESL language classroom.

Two reasons brought me to seek more information on this methodology – First, I needed to make sure I was not teaching technology simply for the sake of it, but could show students the benefits and urgency of using technology in the classroom. Second, a meaningful context was needed for my students/future teachers to learn technology while relating it to true situations in which they would see the benefit of learning and implementing technology. The solution for our class was quite simple actually, and was to become a semester-long project. The project was to create a Unit Plan (Project-based of course) with activities that would be well supported by the use of technology. The activities were either tasks a teacher is led to perform as teacher, and assignments to be completed by students, and for which technology provides a good support.

The semester-long project engaged students over time in bringing together all of the components into one finished product – they chose what they were going to teach, and the assignments they would assign their students. Bringing these components together into a coherent logical Unit required many skills; students had to resolve several problems, collaborate on some tasks, and ultimately manage to design activities/assignments that would answer unit questions and correlate with the Standards and objectives targeted by the Unit Plan – not a simple exercise for those students who were new to teaching methodology. The exercise was compounded by the technology skills to be acquired and integrated into the Unit Plan. By the end, all of the parts fit together to create a coherent project – a Unit Plan containing well-thought out objectives, procedures and student activities for which the use of technology was beneficial. For the instructor, the semester culminates with many tangibles that can used to evaluate students.

Looking back at this semester, I feel Project-Based Learning drives instructors to provide educational experiences that engage students and foster the acquisition of desired skills. Instructors following PBL design learning experiences that are student-centered and thus engage students in the learning process. To complete projects, students use many different skills from retaining, analyzing information to applying newly learned concept to real-world situations. The authenticity of the tasks allow students to see a link between learning and relevance to their own life. Rubrics provide students clear expectations and allow them to evaluate their own learning. Presenting findings of their projects, regardless of the method used to present, gives students the opportunity to showcase their work and to become aware of their own achievements. All of these elements prepare students with the skills needed to be a productive member of society and to develop the behavior needed to truly become life-long learners.

Catching up - at least trying to

I am falling totally behind with my blog entries (I am currently taking 3 graduate classes, and teaching one undergraduate class). I have to post weekly blog entries for 3 blogs, one for each graduate class, and read my students' blogs (which, by the way, I enjoy tremendously).

So... it is not for lack of things to say about all the neat technology tools I am learning in all of these classes - I have plenty to say - but somehow - just getting each assignment completed for all rarely allows me the luxury to come and post on my blogs.

Somehow, I am still hopefull that I will be able to post on most of the required items before the end of the semester - I just won't have the neat chronological order that would come with regular timely posts.

Instructional Technology

Although I find the texbook a touch busy in terms of layout, I am glad to have read Chapter 1. It has helped me think about issues and concepts, and provided a good framework for understanding what Instructional Technology should be and what needs to be taken into consideration when integrating technology in the curriculum.

I used to think of instructional technology in terms of an external support source addressing needs in two distinct areas, one being the more recent use of computers in the classroom and how it impacted teaching and learning, and the other area being the need to transform instructional materials and methodology to accommodate for on-line delivery (both for blended as well as integral on-line teaching).

Part of this vision comes from my own experience working with faculty on transforming syllabus to incorporate ePortfolios and training them in the use of the technologies related to creating ePortfolios (on-line portfolio platform, working with graphics, mp3s, videos etc...)

Now I think of Instructional Technology as a set of practices aiming at integrating technology to promote learning, but as an integral ongoing part of teaching and implemented by the educator and used seamlessly throughout the many activities that are designed to promote students learning. This would not preclude external support and assistance.

Looking at today’s world, it seems evident that technology should be an integral part of the classroom where it becomes the support tool with which to read, write, communicate, illustrate, present, thus supporting teaching and learning. I am not sure I understand the argument against technology – as if it was integrated for the sake of it, without any thoughts regarding its benefits. Technology has become pervasive to our lives at work and at home – individuals who are not given the opportunity to be proficient with it will become disadvantaged and less able to participate in and contribute to society. I am surprised to read there is still a controversy about integrating technology in the classroom – I thought the question would be “How do we provide technology access for all students in every school?”.

Ideally, all classrooms should be equipped with “functioning” computers and support should be readily available if educators are to truly prepare students with skills for the 21st century and meet content area standards and National Educational Technology Standards. However, looking at the list of technologies available in different schools, we can see that some schools are rather well equipped while others are lacking resources.

I look forward to visiting CARET to learn more from studies looking at the impact of technology on education and providing evidence of benefits. Isn’t it interesting that educators are asked to integrate technology and meet NETS, yet have to convince about the benefits of technology when requesting funding?

Creating a blog for EDT630

Creating a blog is one of the assignment for EDT630. We used Blogger - and the blog is created and started in a few minutes - really! Incredibly simple web service. We need to learn how to use the blog. Our professor, Dr. Wang, will tell us when to add entries or "posts", and what these posts should cover.