What is significant about these texts, standards and videos? There are many things that are significant about the texts, standards, and videos from this week readings. However, the most significant is their contributions to my growing appetite for knowledge about educational technology integration. Therefore I will reflect on the knowledge that i have obtained from the texts, standards, and videos in modules 1 and 2. The ISTE standards for students explicitly prescribes all the skills and knowledge that students must demonstrate in their classrooms. Those skills and knowledge prescribes in these standards, especially standards 1 and 2, are aligned directly the P-21 frameworks which emphasizes the importance of developing learners who are ready and prepared for global 21st century jobs. The framework in the ISTE for students are designed also to equipped the learners with life and career skills which are needed for successfully navigating this ever growing and complex world that we live in. From texts, I have obtained a wealth of knowledge about various perspective and paradigms of learning that have impacted human teaching and learning over years. Each theory plays an important role and contribution to teaching and learning and can supported by anyone with no right or wrong. Of the many learning theories, I am particularly intrigued with with the information processing theory which emphasizes on memory storage and retrieval. “Where behaviorism stressed the importance of the environment, the information processing approach puts a strong emphasis on the internal cognitive state of humans, and aimed to study the complexity of their cognitive processes. Information processing theorists viewed the human mind as an information processing device containing distinct components: A sensory register, a short-term memory, and a long term memory. The sensory register is an extremely short-term buffer of information, long enough to determine (unconsciously) whether information should be passed on to short term memory or, alternatively, be discarded. Short-term memory is comparable to the central processing unit of a computer, being all that is in the direct and immediate attention of the individual, limited in capacity and duration. Short term memory integrates information from long-term memory and the current environment. Long-term memory refers to all the knowledge that is stored in the human brain for long-term use. Knowledge in long-term memory that is not currently used is inactive, but can be retrieved and manipulated in short-term memory when necessary.” (Spector 2014, p. 25) I have also learned the importance and implications of developing 21st century skills in learners in order to better prepare them for this global world and economy. Learning and innovation skills are being championed as the two necessary skills that separate those who are ready for the complexity of this 21st century and those who don’t. There are four components that schools must aware of and make consensus efforts to relentless increase in our learners. Those four key components can also be referred to as the main 21st century skills. They are communication, creativity, collaboration, and critical thinking. From the videos, I have learned about the definition of Instructional design and instructional design principles which was a nice refresher for me. However, I have also learned a new definition of Instructional design which is to meet the external and internal needs of the learners. This is the first time I have come upon this simple but yet direct definition of Instructional design. Most importantly I have learned of various type of instructional mistakes that I, personally, have made when I started teaching. For example, lecturing and assign projects to my students instead of offering with problem solving tasks that keep them engage throughout the duration of the instructions. I have the ADDIE and ARCS models and framework in my ED. S. courses when I designed various courses. I am very fond of the ADDIE model because it provides a clear step-by-step process to successfully design instructions as well provide plenty of room for revisions. TPACK offers us a framework for successful technology integration. It offers seven knowledge that educators must mastered in order to successfully and to effectively integrate technology in schools. Furthermore , it provides a framework from which, teachers and school leaders can design instruction and professional developments that focus on technology integration. TPACK provides educators with a framework to successfully merge content knowledge, pedagogical knowledge, and emerging technologies. The role of TPACK in education can be enormous if this framework is successfully embraced and meticulously adopted by teachers. Content knowledge is not enough to be an effective teacher. Some of the questions that were raised for me are:
In light of these texts, standards and videos, discuss your vision for teaching and learning with technology. My vision for teaching and learning with technology is very bright and hopeful. The vast amount of research, dedications, and hard work that have thus far put into this field only prove that this is most growing field in education. Whether one believes that it is due the growing pressure from society to make technology an integral part of teaching and learning, I believe that technology can help achieve the goal of learning which is “a relatively permanent change in motor, cognitive and psychodynamic behavior that occurs as a direct result of experience is shared by all learning theories.” (Spector 2014. P. 6). I envisioned that more and more teachers will embraced the integration of technology in their classrooms as more and more new teachers are coming into the field of education with more open-minded attitude towards technology integration. References Brantley-Dias, L. and Ertmer, P.A. (2013). Goldilocks and TPACK: Is the Construct “Just Right?”. Journal of Research on Technology in Education. 46(2), 103-128. Kopcha, T.J.; Ottenbreit-Leftwich, A.; Jung, J.; Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education. 78, 87-96. J.M. Spector et al. (eds.), Handbook of Research on Educational Communication and Technology, Springer Science+Business Media, New York 2014.
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