AM Technology is now EdTrekkers Training Center
I began the Lesley University Master's of Technology in Education program in June of 2008. With a decade of experience working with technology in the classroom, I have found each course and most individual experiences within each course to be valuable and more skilled as a educational technology specialist. So far I have felt a connection and passion for assessment, especially formative assessment and "assessment FOR learning." I have become keenly aware of student centered, project based learning and especially Universal Design for Learning and follow 21st Century Fluency Project.
Courses:
ECOMP 5100 Computers, Technology, and Education
This course presents an overview of computers in education, including productivity tools such as word processing, spreadsheets, databases, and graphics. Students survey examples of educational software, explore the internet, conduct online learning, and practice APA writing style
ECOMP 6008 The World Wide Web as an Educational Resource
Through hands-on experience and readings, participants develop skills in using World Wide Web (WWW) resources to communicate and collaborate with others locally and globally, evaluate and access information, conduct research, develop web sites, and apply what is learned to schools, classrooms, and graduate studies. Responsible use of the WWW, issues related to educational uses of WWW, and the changing role and nature of WWW use will be examined and evaluated.
ECOMP 6106 Designing Curriculum That Integrates Technology
This course focuses on the integration of computers and other new technologies into the academic curriculum. Teachers at all levels of the educational system are under pressure to meet the dual demands of integrating new technologies into teaching and helping their students achieve high standards. Participants will use the TFU Framework to design curriculum that addresses state and national content standards. Participants will put theories of learning and teaching with technology into practice.
ECOMP 6102 Classroom Assessment with Technology
This course investigates use of classroom assessments to make decisions about instruction and student learning. During the course, participants will explore a broad range of strategies, including: selected response assessments (such as multiple choice tests, extended written response assessments, and use of observation and personal communication. Participants will learn about the technologies that support assessment design, and they will use technology to design balanced assessments that both prove and improve student achievement.
ECOMP 7100 Fundamentals of Computer Structure
This course investigates technical aspects of the computer balancing between hardware and operating system. Methods of maintenance, troubleshooting, and repair are demonstrated and experienced. The goal is to demystify the computer, not create technicians. Students learn basic technical language and concepts to communicate about, prevent, and solve basic technical problems, enabling them to function more effectively in educational settings with computers. This includes being able to make technically informed decisions regarding the purchasing and upgrading of computers.
ECOMP 6201 Online Teaching: An Introduction for K-12 Educators
This course is designed to introduce teaching online to K12 educators. Utilizing a constructivist learning approach, we will explore the advantages of online learning and features of online environments and online collaborative tools, and examine the best pedagogical practices for teaching and learning online. Expectations, characteristics, and needs of online learners will be examined and specific strategies to help students assess their readiness to learn online will be developed. Solutions for involving all of the K12 stakeholders and the challenge of keeping students motivated to produce quality work through online learning will be explored.
ECOMP 6202 Online Teaching: Assessment and Evaluation
This course examines assessment and evaluation in an online learning environment from the perspective of teachers and students in K-12 environments. Assessment strategies are presented, including self-evaluation, authentic assessment, triangulation, continuous evaluation, pre- and post-testing, and use of observational data. Attention is paid to selecting the most appropriate and engaging assessment strategies for students, and content that addresses the needs of students, keeping in mind the need to apply Universal Design for Learning (UDL) principles.
ECOMP 6203 Online Teaching: Building Communities and Facilitating Student Discussions
This course focuses on building the skills and understanding of what is needed to create a supportive and constructive online learning environment through appropriate facilitation techniques and strategies in the K-12 environment. Participants investigate various aspects of facilitating online discussions, including teacher and peer moderated communication, developing guidelines and modeling substantive discussions and the use of multiple technologies to enhance contact with and among students.
ECOMP 6016 Teaching and Learning with Digital Media
This course will help educators to harness the power of digital media for teaching and learning. They will learn to use that power to transform traditional teacher-centered classrooms into student-focused learning environments where students use digital media of the acquisition, analysis, construction, and presentation of knowledge. Hands-on experiences will also help them develop proficiency with the tools and skills needed for authoring and publishing digital media in a variety of formats.
ECOMP 6101 Technology: Impact on Society and the Schools
Through discussions, readings, group work, and class activities, the course focuses on current social and political issues in educational technology, issues of effectiveness, and the process of leading change in educational institutions. Students analyze current practice and evolving issues with varied perspectives. Students lead a seminar on one of the course’s controversial topics and develop a plan for change in their own classrooms, schools, or communities.
ECOMP 6009 Website Design and HTML: Web Publishing for Educators
This course focuses on web site development by and for educators, students, and schools. Each participant creates an original site, a process that is supported by the class examination of technical issues (design, HTML scripting, digital imaging, web editors, Internet publication, and site maintenance) and real school examples of teacher and student web authoring. Issues of classroom pedagogy and management, student-centered web development, access, defining one's audience, and school-wide participation will be addressed.
Philosophy
Professional development, experience, and course work have developed my skills for use in the classroom. During my first year teaching I found it natural and essential to integrate technology in classroom activities. Many of the activities interweaved the use of Internet, specific courseware, word processing, spreadsheets, concept mapping (and more). This was during a time where technology integration was merely a thought, option or a good idea, rather than an essential component of instruction.
Being naturally capable with the use of technology I found myself as a mentor for veteran teachers in implementing an electronic grading system. As a result of that first year as a business teacher I followed a path to technology integration and worked as a specialist in this area for the past 10 years. I find myself as a leader and supporter of innovative developments using technology for assessment, lesson planning and development. This past year I have introduced Sakai to my district in which students will be able to build electronic portfolios and teachers will be able to use the online course management solutions to conduct more of their activities online. I continually find ways to help teachers improve instruction and student learning experiences through the use of technology.
The most important research that has supported my professional growth has been in the area of assessment and electronic portfolios. As I have researched the use of portfolios in the K-12 arena I have found a passion for quality assessment.
I believe that all teachers will be more successful if they become better skilled in the area of assessment and involving students in focusing on their understanding. If students become engaged and focused on understanding goals rather than grades they will be more motivated to achieve and able to reflect on their performance and future goals. I believe that formative assessment is an essential component to learning and is key to what the outcome will be (summative assessment).
The publishing/portfolio/sharing process allows for all students to demonstrate their work and understanding in their own ways. All students are given an opportunity to present their work and reflect upon it allowing them to become more aware of the learning goals and more engaged in the process. I feel that by having students identify the learning target and then reflect on them the learning becomes more meaningful and successful!
When I first became a teacher I was not adequately prepared to provide quality assessment but I quickly identified that students need clear targets and need to be engaged in the process. I realize now that it is complex yet so vital that I will always be looking for ways to improve my skills in this area to best serve the needs of our students.