Jun 22 2010
Reflection: New and Emerging Technologies
Throughout this course I have expanded my understanding of how to identify new and emerging technologies that have a positive impact in teaching and learning in my school. I have also become more confident in myself to become a leader for change in my school and helping my colleagues adopt new technologies into the curriculum. Before taking this course I was weary of using digital games and virtual environments as part of the curriculum. With stakes being so high for testing, I didn’t believe that games could fit into the lessons.
In my searches for digital games I came across one called Infinite Potential: Coaster Creator from the JASON Project (www.jason.org). This game, or virtual lab, allows students to learn the content about energy and take that knowledge to build their own functional roller coaster. It also allows the students to work together, have friendly competitions, and collaborate with other students playing the same game around the country. Without the use of this digital game my students would not be able to make this real world connection to physics and roller coasters.
I am fortunate to have this summer making adjustments to my efforts of identifying emerging technologies with the potential to transform teaching and learning, influencing and leading the adoption of new and emerging technologies in my school, and incorporating educational technology to support 21st century learners as a result of my learning from this course. I will begin searching for technologies that incorporate the change agents- how technology is empowering 21st century students (Lemke, C. & Coughlin, E., 2009). Technology can establish new and different environments for student-centered learning. The old teacher-centered classroom is becoming obsolete, so tapping into student interests and strengths (like technology) can increase their engagement in learning.
I also feel that it is my obligation to teach my fellow colleagues about how to integrate new technologies into the classroom. There are a lot of negative connotations about using games and virtual environments in the classroom; therefore I need to shift their way of thinking just as this class has changed mine. I plan on becoming a leader on my school’s technology leadership team.
Finally, I will continue to search for grants to apply for in the next school year. I will focus on creating a technology plan and reading about technology planning and advice. This way when I come back to school I can put together a team to help develop the project (Gerding, S. & Mackellar, P., 2006). School districts have tight budgets and can not fund schools with the money they need to integrate new technologies in the classroom. This is why grants are so important for schools to receive so that they can acquire the type of technology they want.
Overall, this class has opened my eyes to new and emerging technologies that I would have not considered integrating into my classroom before. Because I am now more aware of the benefits of using these technologies I feel as though I can teach my fellow colleagues of the benefits as well. Our school improvement plan supports the integration of more technology in the classroom. We can only achieve these tools by applying or grants. Because of this class I feel more confident in applying for grants to fund our technology needs.
Gerding, S., & Mackellar, P. (2006). Wishing won’t work: 10 things you need to know and do when applying for technology grants. Computers in Libraries, 26(7), 6–15.
Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.
