2011+IT630+Module+4


 * Module 4/Week 7 **
 * Reflect on your thinking surrounding your developing a philosophy of Instructional Technology use for learning and your understanding of 21st Century Teaching and Learning **

1. **Description.** My philosophy of Instructional Technology use for learning is in flux at the moment, but the vision of how integration is to happen is crystalizing for me. I can see that my philosophy of IT use will always be changing. How we apply technology to the classroom will be continually changing and eventually end up having the same sort of rythm our philosophies of education have. We go from one "new" thing to another, always in search of the "best" thing for students. I'm convinced that we could spend so much time on the search that we forget the purpose. Instructional Technology use must be structured to meet the needs of student learning. Student learning must prepare for a future that includes not only what is, but what will be. Instructional Technology use is based on implementing the International Society for Technology in Education's National Educational Technology Standards for Facilitation, Teachers and Students(ISTE, 2008). And it is equally based on Academic Content Standards. The Pedogogy refers to how we actually teach the mixture of the two elements previously mentioned. A teacher who is integrating technology into the classroom is utilizing "a complex form of knowledge that blends all three components (content knowledege, pedogogical content knowledge and technological content knowledge) and the dynamic relationships that exist among them." (Colbert, Boyd, Clark, Guan, Harris, Kelly, & Thompson, 2008, p.116)

2. **Impact.** I'm figuring out where our district is on the Spectrum of Access (Abbey, E., 2011) with a newly formed Technology Committee. Taking some ideas from Evan Abbey's work and using them to develop a vocabulary to talk about technology and curriculum. We had a discussion in our Curriculum Directors meeting that indicated there is a huge disconnect between where our new superintendent would like to see us, and where we currently teach. This following Spectrum of Access (Abbe E., 2011) is extemely helpful in developing a vision for planning our technology integration.

Spectrum of Access

• **// Sporadic access //** - Very occasional use of technology, perhaps a free day in the lab or onetime "research" looking up websites.

• **// Limited //** - Integration is influenced by factors. Students have to work on assignments at homebecause computers are not available. Or activities are modified for the one-computer classroom. • **// Scheduled //** - Integration happens once a cycle, during scheduled time. • **// Intensive Unit //** - Students are not working with technology regularly, but do so intensively during a particular unit (such as three weeks spent making an iMovie). • **// Daily //** - Not only intensive, but there is a daily integration to technology. Can be ongoing projects or things as simple as daily student blogging or checking the message board. • **// 1:1 //** - Students are in possession of the device, extending learning beyond the classroom time slots and walls. Integration becomes schoolwide instead of classroom-wide. Purpose --> Secific Place --> Tool "Start by having the discussions about what weneed to do more of, what we need toemphasize, in our classrooms. And, this will bedifferent for different teachers, where in physicaleducation there might be a need to analyze yourpersonal fitness data, in social studies, it mightbe to utilize visual literacy for meaning." (Abbey, E., 2011) 3. **Intent.** I am presenting these ideas at our Technology Committee meeting next week.

One principal wants to go textbook free. [] []

Here's an idea: The teacher and the class create a textbook for our school. []

Wow. The formatting for APA just doesn't work in this wiki, so please excuse the following mess: the information is all there, but I have no more time to mess with it.

Colbert, J. A., Ed.D., Boyd, K. E., Ed.D, Clark, K. A., Ph.D., Guan, S., Ph.D., Harris, J. B., Ph.D., Kelly, M. A., Ed.D., & Thompson, A. D., Ph.D. (Eds.). (2008). //Handbook of technological pedagogical content knowledge (TPCK) for educators// (1st ed.). New York, NY: Routledge. //Changing Iowa //Retrieved 2/27/2011, 2011, from @http://eabbey.blogspot.com/ //International society for technology in education | home// Retrieved 2/27/2011, 2011, from @http://www.iste.org/welcome.aspx Abbey E. (2011). The digital curriculum., 02/27/11. Retrieved from @http://www.itec-ia.org/documents/filelibrary/2009_conference/handouts/The_Digital_Curriculum_31F3935ECBABA.pdf