This course permitted the opportunity to explore experimental lessons in my content area that are founded with informed use (Robyler, 2016, p. xxii). Understanding the usefulness of these strategies helped me to make sound pedagogical decisions using technology. In conclusion of this course, I feel that I am according to Robyler (2016), “enlightened” (p. 9). This enlightenment has occurred through a comprehensive approach to analyzing technology tools for learning and teaching. I am completing this course better prepared to employ strategies to address the differing needs of my students. The alignment of this course with the AECT standards permitted me to complete this coursework with an increase in content knowledge and improved focus on student learning, performance and engagement. Lesson plans were created to utilize technology within my subject and content area (AECT Standard 1, 2). I focused on relative advantage of each use of technology and ensured that it met the rigors and challenges of the common core state standards in mathematics. While AECT Standards 3 and 4 were beyond the scope of this course, they are key to achieving professional growth. In my case, I was afforded the opportunity to apply newly created lessons into my actual learning environment. Moreover, lessons afforded me the opportunity for personal reflection, informal interviews with students, and formal data collection. This implementation and reflection ultimately improved future lessons which will be shared outside the walls of my classroom. An enhanced understanding of my role as a teacher in choosing technology has given me more confidence to be recognized as a leader and help shape the school environment. I have always envisioned that it must be hard specifically for math teachers (such as myself) to embrace technology. The discipline of math consists of rigorous pacing, high stakes testing and centuries of prescribed ways of teaching and learning math. However, in reading the blog posts on obstacles, teachers of all disciplines have more in common than differences. It was common to cite that schools lack the proper infrastructure for implementing technology (both hardware and software) due to budget constraints. While a major overarching concern is the idea that technology forces change and adds a complexity to teaching. A large source of teachers may not be quite ready or prepared to embrace this change. These commonalities of our shared experiences provides me comfort as I often consider myself a disrupter - mostly working alone in an effort to embrace my ideas. Roblyer (2016) states that “Educators may not be able to predict the future of educational technology, but they know that it will be different from the present; that is, they must anticipate and accept the inevitability of change and the need for a continual investment of their time" (p. 9). When I began teaching, I asked my curriculum coordinator if I could only accomplish one thing, what is most important? I will never forget that he said I would be successful if I could learn to get students excited and engaged in math. Since then, my personal catalyst for managing change is grounded on the theory that technology can help gain learner attention, improve student motivation, and increase engagement. This is an example of how Robyler suggests that theory enforces more than just using and knowing technology, it supports the “why?”. My personal viewpoint remains that technology helps to overcome obstacles. The most valuable aspects of the use of technology and my key takeaways from this course are how technology directly supports student learning in math through:
Robyler, M.D. (2016). Integrating Educational Technology into Teaching (7th Edition). Upper Saddle River, NJ: Pearson Education.
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