Reflection

Since taking the Walden program, I have established that my learning experiences will change the way I teach my students, improve my collaborative relationships with peers and community leaders. This program has helped me to realize that the time has come for me to change my instructional practice (Thornburg, 2004). Reflecting on my newly acquired skills from this course, I feel that I am better equipped to implement new methods and approaches within the fourth grade core content. This will help meet the needs of my individualize students. Further, in planning my curriculum I will employ as many of the strategies and approaches I have acquired to integrate all available technology tools within the school’s curriculum (Laureate, 2010). The course videos and the different course literature enabled me to gain a better understanding with using technology with my instructional practice. In addition, I feel confident with implement diverse technology resources within the school’s curriculum.
I have acquired a number of insights from my colleagues about the essentials of developing my own technology skills as a professional teacher. The skills obtained will provide greater access to the information at any hour or place (Laureate, 2010). The threaded discussions played a key role in improving my level of understanding and most of all how technology transforms the workplace (Hof, 2007). To be competitive in this global economy requires that students gain advance skills (Friedman, 2005). I now have a better grasp on ways to help my students to acquire existing required skills with new strategies and approaches.
Therefore, to help my students to understand what they must do to achieve success, adjusting what I teach or how I provide access to what I teach is vital. This will encompass differentiating my instructional process through integrating cross curriculum technology activities (e.g., math, science, reading, writing and social studies). I will employ Pickering suggestion of using instructional strategies that focus on all the things students must know and understand (Laureate, 2010). This will also require making modification as needed.
My perspective from being teacher-centered to learner-centered has changed immensely because I have learned that there are no magic ingratiates to educating young minds, each year students arrive at school with different educational needs. The technological revolution demands that both teachers and students face and overcomes many challenges to fulfill the vision of 21st century skills (Partnership for 21st century skills, 2002). As an educator, my desire is to facilitate as many students as I can by taking them out of academic darkness into the academic light (Prensky, 2008). I will apply as many of the newly acquired strategies and approaches to help students to internalize and process presented information.
In deepened my knowledge and understanding I learned how to present information and plan my instructions. For example, terminology, details, facts, principles/rules, generalizations, concepts/big ideas, people, places, and events. I plan to continue and expand my knowledge (e.g., learning, teaching, and leading) with technology by transforming my instructional practice. This will help with the aim of increasing students’ academic success. I plan to use the latest available technology resources along with the use of proper etiquette.
I will teach my students proper etiquette and employ innovative technology resources such as blogs, portable devices, Internet and any form of innovative technology resources. I have two long-term goals that I have set (within two years) for transforming my classroom environment. The first is to utilize project-based learning aligned to (a) curriculum, (b) instruction, and (c) assessment. The second is to stay abreast with the constant changes and policies in education. It is vital that I seek alternatives to differentiating my instructional practice to be responsive to the learning demands of all students.
In sum, the Stone Age came to end because better tools have been created, not because stones became instinct (Thornburg, 2010). With innovative technology tools, teachers can align and alter the curriculum to facilitate students both in and out the classroom. Thus, the curriculum must center on meeting individualized student learning demands. In other words, the learning essentials must be centered on students learning needs. I plan to accomplish these goals by doing what it takes to achieve them. This will help in overcoming institutional or systemic obstacles. I feel that I am better equipped to implement new methods and approaches within the fourth grade core content. More importantly, I believed that the acquired knowledge that I gained from this coursework has given me a clearer insight on providing a high quality learning setting that connects to students’ daily lives (Laureate, 2008). In terms of connecting to students’ daily lives, I will use the open doors that are available to help meet the needs of all my students (Laureate, 2008).



Reference
Friedman, T. (2005). It's a flat world, after all. The New York Times. Retrieved from http://www.nytimes.com

Laureate Education, Inc. (Executive Producer). (2010). Technology and Society. Baltimore:Author.

Laureate Education, Inc. (Executive Producer). (2010). Technology’s Influence. Baltimore:Author.

Laureate Education, Inc. (Producer). (2010). Virtual Field ExperienceTM: Mind's Eye Lesson[DVD]. Designing Curriculum, Instruction, and Assessment. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). Instructional Strategies [DVD]. Designing Curriculum, Instruction, and Assessment. Baltimore, MD: Author.

Partnership for 21st Century Skills. (n.d.). (2002). A report and mile guide for 21st century skills.Washington DC: Author. Retrieved from http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf

Thornburg, David D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401) Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf

Thornburg, D. (2010). “Bringing the fun into teaching with technology”. Laureate Education.

Application 5: Student Technology Use Survey

Application 4:21st Century Skills

Application 4: 21st Century Skills In browsing through Partnership for 21st Century Skills, I thought that the website was informative. Thornburg stated that a multitude of skills will be needed in order for students to function in the 21st century (Laureate, 2010). Students must be prepared to operate new technologies (Laureate Education, Inc., 2010). It is essential that educators and stakeholders stay abreast of emerging technologies and provide assistance within the school setting (Laureate Education, Inc, 2011). I was surprised that a number of resources are available to download in PDF format. I was also disappointed that the state of Georgia was not on the list of state initiatives. I think that the 21st century skills maps can help me develop a new understanding of cross-curriculum issues present with 21st century skills. This makes information both interesting and informative. I agree that 21st century skills professional initiatives will prepare teachers and administrators to implement 21st century skills into the school’s curriculum (Laureate Education, 2011). Professional growth should be an element of an all-inclusive emphasis on 21st century skills, coupled with current standards and assessments. The different opinions on the presented site help me to see the benefits of integrating technology within the school’s existing curriculum daily. However, classroom teachers must have ongoing support and have access to innovative tools to address this growing challenge (Laureate Education, 2011). I did not agree on the topic that in the 21st century, US education success will be based on student acquisition of 21st century skills. Students cannot acquire adequate concrete skills without being facilitated. Therefore, educational leaders and policy makers must work collaboratively to develop and put programs in place. They must seek alternative measures to train teachers and help them leverage current and existing technology within the curriculum. The implications for both my students and I will encompass doing what it takes to prepare my students to function beyond the classroom setting.



References

Laureate Education, Inc. (Producer). 2011: Skills for the 21st Century [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD:


 Laureate Education, Inc. (Producer). 2011. The emergence of educational technology. [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: