At some point early in my career, I labeled my philosophy of education as “constructivist.” Although I’m better at it now than I was 21 years ago, I've always felt that students should be actively involved with their learning to truly learn. I strongly feel that a teacher’s pedagogy should involve methods of teaching that encourage kids to discover, discuss, analyze, and verbalize new information. I've experienced many lessons over the years that kept students excited and engaged merely because they “owned” their learning.
In a constructivist classroom, the teacher’s role is as important as ever. The teacher must plan lessons and manage the classroom in ways that allow students to take charge, yet still be productive. Teachers in this type of classroom must train themselves to ask the right questions, and lots of them, while encouraging students to work out the answers for themselves or with partners. Teachers must find ways to activate students’ prior knowledge and help them make connections to new information. Most importantly, the teacher needs to constantly foster good relationships with students so that all of this interaction is possible and productive.
After twenty-one years of teaching, I am sure that there are some things about my philosophy of education that have changed. Much of the basic foundation, however, has remained intact. The biggest changes are not related to the philosophy itself, but the tools available. I vividly remember about 19 years ago when another teacher and I were so excited to find a student project on the internet which required students to track the migration of monarch butterflies. To access the internet was such a complicated process that involved no pictures, just text and lots of computer language. The same process now is so much simpler and engaging. Kids can not only access the project but take and share pictures, video, audio, etc. of whatever information they gather. They can create their own blogs and websites, email or tweet results, and Skype with others around the world working on the same project. Technology isn't really a new part of my philosophy; it’s just an always-changing tool that makes the constructivist’s philosophy even more of a possibility.
Monday, October 21, 2013
Monday, October 7, 2013
Tech Integration 101 - Pre-course Reflections
A LOT of changes have taken place in my career since I finished the Blended and Online Learning course that I took last spring, all stemming from my switch from classroom teacher to integration specialist. Now, more than ever, I need a forum that will not only introduce me to new ideas, but encourage me to put them to use along the way. If the previous course is any indication, this course will do just that.
Overall, I most excited about taking this course from a different point of view. Each of the modules I was assigned the last time were completed through the eyes of a teacher. I was constantly considering how I would implement each tool in a 7th grade language arts classroom. This time around, I will definitely have to broaden my connections. I'll need to be able to look at each tool and not only decide how the tool can be used, but also for what subjects and grade levels it might be most appropriate. Now I'll be looking at each idea through the eyes of every teacher in our corporation - enthusiast or critic, math or language arts, preschool or AP chemistry. What a challenge!
I feel like 21 years in the classroom has given me something to bring to the table. I'm pretty good at managing a classroom with any tools, including technology. I've taught all basic subjects in both middle school and elementary self-contained classrooms, in three different grade levels, so I feel that I know enough about the pedagogy that works in a variety of settings. I recently completed MBC coach's training (with other's in the group) and have a pretty strong understanding of how to do most of the basics.
During this course, I hope to:
1. broaden my perspective on what it truly means to integrate technology
2. find ways to turn critics into enthusiasts...or at least get them to try something new
3. walk away with some new ideas/tools to share with my colleagues
4. add to my PLN
5. try something new
6. solidify my purpose as a TIS
Overall, I most excited about taking this course from a different point of view. Each of the modules I was assigned the last time were completed through the eyes of a teacher. I was constantly considering how I would implement each tool in a 7th grade language arts classroom. This time around, I will definitely have to broaden my connections. I'll need to be able to look at each tool and not only decide how the tool can be used, but also for what subjects and grade levels it might be most appropriate. Now I'll be looking at each idea through the eyes of every teacher in our corporation - enthusiast or critic, math or language arts, preschool or AP chemistry. What a challenge!
I feel like 21 years in the classroom has given me something to bring to the table. I'm pretty good at managing a classroom with any tools, including technology. I've taught all basic subjects in both middle school and elementary self-contained classrooms, in three different grade levels, so I feel that I know enough about the pedagogy that works in a variety of settings. I recently completed MBC coach's training (with other's in the group) and have a pretty strong understanding of how to do most of the basics.
During this course, I hope to:
1. broaden my perspective on what it truly means to integrate technology
2. find ways to turn critics into enthusiasts...or at least get them to try something new
3. walk away with some new ideas/tools to share with my colleagues
4. add to my PLN
5. try something new
6. solidify my purpose as a TIS
Let's get started!
Subscribe to:
Posts (Atom)