Introduction
I started teaching right after my High School education. I had no teaching experience and I was a complete novice. During my first week at the school environment as an untrained teacher, I nearly quit. However, I knew I had strong passion for students and could push myself a little bit to support students to learn. I continued the teaching and gained experience and my love to work in school environment grew more. After teaching for almost two years in the school, I advanced my education to become a professional teacher and then taught for 3 years. To improve my teaching skills and to be abreast with contemporary issues in education, I enrolled in Bachelor of Arts in Education. It was during this program that learned from Education Technology class that Technology can be used in the classroom to enhance teaching and learning. However, it was just a single class so I couldn’t benefit as I wanted. I therefore decided to pursue my master’s degree in Instructional Technology at UMUC to gain adequate skills to support my teaching and learning.
Teaching and Leading Beyond Boundaries
As a student of UMUC, I have been introduced to the UMUC Conceptual Framework (UMUC, 2013). The mission statement of the UMUC Conceptual Framework is to prepare educators who:
Courses:
I have noticed that my coursework at UMUC in the Instructional Technology Program has provided me with the numerous opportunities to learn new modern technology tools and resources as well as implementing them successfully in the classroom. The courses also addressed each of the six ISTE Standards for Coaches: Visionary Leadership; Teaching, learning, and assessments; Digital age learning environments; Professional development and program evaluation; Digital citizenship; Content knowledge and professional growth (ISTE, 2012). The following is an overview of each course I took in the Instructional Technology Program at UMUC, as well as the ISTE standards that were successfully addressed.
EDTC 600: Foundations of Technology in Teaching and Learning
The first course in my program Instructional Technology was EDTC 600. The course introduced me to the idea of using technology as a tool in the K-12 learning environment. While studying this course, I was able to evaluate and use different and multiple technology tools to enrich my lesson plans. I completed an assignment in this course which I did evaluate a technology and created a lesson plan. The assignment I did addressed ISTE Standard 2: Teaching, Learning, and Assessment (ISTE, 2012). During this course, I was also able to create a class website to communicate effectively with students and parents. This project addressed ISTE Standard 3: Digital age Learning Environments (ISTE, 2012). This standard advocate the use of digital tools to create online collaboration and blended learning environments to enhance communications with educators and stakeholders. Here is the link to the class website
EDTC 605 - Digital Information Literacy for K-12 Educators
This course in the Instructional Technology program focused on the types of literacies including digital literacy and media literacy. An analysis of the types of literacies presented knowledge of how to meet various student learning styles using technology tools. The final project of this course was to create an Information Literacy Unit Plan that incorporated technology into the course standards. The assignment also addressed ISTE Coach Standard 2: Teaching, learning, and assessments (ISTE, 2012). To be precise, this project focused on standard 2b which states that “coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address diverse needs and interests of all students” (ISTE, 2012, p.1).
EDTC 610 - Web-Based Learning and Teaching: Design and Pedagogy:
The course EDTC 610 was focused on the pedagogy and best practices for implementing technology tools in the classroom. In this I explored various web technologies and created web-based classroom activity. The final exam for EDTC 610 required students to create a document to be used for a professional development workshop on web-based platform. It was necessary to synthesize my knowledge of web-based tools and resources and also to use the ADDIE method to evaluate various web technologies. The components of the project is aligned with ISTE Coach Standards 1: Visionary leadership, and 4: Professional development and program evaluation (ISTE, 2012). Standard 1 states that technology coaches must contribute to the implementation of a shared technology plan and develop strategies for initiating technology innovations in the classroom. Standard 4 states that technology coaches should design and develop professional development programs that promote teaching and learning with digital tools. By analyzing the various web-based tools and suggesting for implementation, both of these ISTE standards are addressed.
EDTC 615 - Using Technology for Instructional Improvement: Research, Data, and Best Practices
The course EDTC 615 is focused on data-driven decision making in the classroom environment. Students were given various sets of data which were to be examined and analyzed for making instructional decisions on a particular group of students. Using data to make decisions about instruction was a new concept to me, however through the support of the course instructor and course mates, I successfully used in my classroom. One projects in this course was a research paper on an emerging technology tool. This research paper addressed ISTE coach standard 6: Content knowledge and professional growth (ISTE, 2012). The objective states that coaches should engage in continuous learning to deepen knowledge of content, skills, and technologies. Here is a link to my blog during this course
EDTC 620 - Technology in K-12 Education: Synchronous, Asynchronous, and Multimedia Technologies:
EDTC 620 went into greater depth on incorporating multimedia technologies in the classroom. This course allowed me to explore multiple tools to create graphic presentations to use in my class. The final project in EDTC 620 was to create a Unit lesson plan that incorporated relevant technology to teaching and learning. The general goal of the entire unit plan is to instill in students the concept and skills of designing. And to use the knowledge acquired to design a book cover. The unit plan was made up of three (3) lessons. In each lesson, technology or technological tool was used to support the entire teaching and learning process. These technologies include software, hardware and apps for live conferencing. The technology integration and exposure ensures that the course addresses ISTE Coach standards 2: Teaching, learning, and assessment, 3: Digital age learning environments, and 5: Digital citizenship (ISTE, 2012). An assignment of using Prezi in lesson presentation gave me in-depth knowledge in the use of multimedia to support teaching and learning.
EDTC 625 - Hardware and Software in Instructional Development:
This course EDTC 625 in the program focused on hardware and software programs used in K-12 schools. As a student in Instructional Technology program, I studied the necessary things necessary to create an effective computer lab classroom as well as various software tools to support student instruction. One of the major course projects was to design, budget, and plan for a new computer lab. This project required me to think about budgeting and network issues from the viewpoint of an administrator and instructional technologist. ISTE coach standard 1: Visionary leadership (ISTE, 2012) was addressed during this project. Standard 1 encourages technology coaches to plan and develop technology innovations for the school and classroom. My network design project provides a comprehensive look at all aspects of building a new computer lab in my present school.
EDTC 630 - Administration of Technology Initiatives: Planning, Budgeting, and Evaluation:
The course EDTC 630 focused on budgeting, and maintenance of instructional technology systems in K-12 school system. The course required me to look at the use of technology tools for courses to enhance teaching and learning. I was able to examine the use of digital tools in Graphic Art courses and created a technology plan for my school to help improve the skills in Graphic Art. One of the projects I completed was a review of our school’s Acceptable Use Policy. This project allowed me to familiarize myself with district and state rules for teachers and students when using classroom devices. My AUP critique addressed ISTE Coach standard 5: Digital citizenship (ISTE, 2012). This standard states that coaches must model and demonstrate proper use of all technology tools. By learning and evaluating my school’s AUP, I now have the knowledge necessary to instruct my students on how to safely and efficiently use the school’s computers and devices. Here is a link to Classroom technology Plan.
EDTC 640 - Leading Technology Change in Schools:
The EDTC 640 course in the Instructional Technology program was focused on the idea of professional development in schools. I learned how to create training sessions that meet the needs of skilled and unskilled teachers as well as tools that would be useful in a training session. The culminating project of this course was a professional development website based on a specific piece of instructional technology. I created a website about the use of website as a communication and collaboration tool in the classroom. The purpose of this website is to teach other educators how to effectively activate and use technology in their classrooms. This activity addressed ISTE standards 4: Professional development and program evaluation, and 6: Content knowledge and professional growth (ISTE, 2012). Standard 4 indicates that coaches must participate in the creation and delivery of technology-related professional development. Standard 6 states that coaches should demonstrate their knowledge and skill in technological areas and reflect on their practices. My professional development wiki demonstrates the creation of a professional learning program. As part of studying the course, I created a website which demonstrates my own professional growth in the area of technology integration. Here is the link to professional development website.
EDTC 645 - Integration of Technology: Global Perspectives
EDTC 645 explored global perspectives of technology integration in K-12 schools. In this course, students were able to explore technology integration practices in schools around the world. We also examined ways to communicate and collaborate with classrooms in other countries. Before the start of this course, I had little knowledge about global perspective in education and how it could help improve teaching and learning. After going through many discussions with course instructor, classmates and reading course materials, my perception on global perspective in education changed for better. The course “Global Perspective in Education” has given me the skills needed to plan, design and implement globally rich lesson. One of such experience was when I was completing a project on Global Education Network. Under this project, two classrooms were connected to complete one project in Arts. his assignment met the requirements of ISTE Coach standards 3: Digital age learning environments and 5: Digital citizenship (ISTE, 2012). Standard 3 encourages the use of online and blended learning environments to enhance student learning and collaboration. This project focused on the use of ePals to collaborate globally with a partner class. Standard 5 promotes cultural diversity and global awareness through the use of technology tools.
EDTC 650 - Teaching and Learning in K-12 Virtual Schools
This course in the MEd program focused on online learning and distance education. As students, we were able to examine the structure, models, and policies of K-12 virtual schools as well as the issues that virtual schools currently face. I had the opportunity to interview the dean of an online school in order to understand the issues and policies at his school. Some of the projects I completed in this course were the Virtual School Consultant project and the Online Unit created for my mass communication program. The Virtual School Consultant project required me to examine the various types of online schools and make recommendations to a fictional school district for their new online school. This project met the objectives listed in ISTE Coach standard 4: Professional development and program evaluation (ISTE, 2012). Objective 4c states that coaches must evaluate various programs in order to determine their effectiveness. In my research for the Virtual School Consultant project I evaluated the many types of online schools in order to make an informed decision in my recommendation. The online unit for mass communication taught me how to meet the needs of distance education students by creating a safe and effective online environment. ISTE standard 3: Digital age learning environments (ISTE, 2012) states that technology coaches must be able to use digital communication tools and create digitally-rich environments for student learning.
Conclusion
As I complete this program, I reflect on how much I have learned about the process of integrating technology into teaching and learning. I now see technology as the hope for future education enhancement in k-12 school system. As an Instructional Technologist candidate, as see myself as a resourceful teacher, a leader and an administrator who roles go beyond the classroom environment. Throughout my studies at UMUC in the Instructional Technology program, I have learned the strategies to integrate current and emerging technologies to transform teaching and learning. With confident, I use technology to create personal learning network.
Other benefits gained in this program include the ability to; extend my classroom with online and blended learning experience, create multimedia and we-based products to support student learning and instruction, develop standards-based (common core) technology supported lessons, provide innovative professional development experiences for teachers and other educators and lead technology initiatives (UMUC, 2016). The events of being restricted to textbooks and worksheets are past; I found new ways of using digital resources to motivate students to learn and to enhance my instructional processes.
References
International Society for Technology in Education [ISTE]. (2012). ISTE Standards: Coaches. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf
University of Maryland University College (2013). Conceptual Framework: Teaching and Leading Beyond Boundaries. Retrieved from http://www.umuc.edu/edudept/upload/conceptual-frameworks-executive-summary.pdf
University of Maryland University College. (2014). Master of Education in Instructional Technology. Retrieved from http://www.umuc.edu/academic-programs/masters-degrees/education.cfm
I started teaching right after my High School education. I had no teaching experience and I was a complete novice. During my first week at the school environment as an untrained teacher, I nearly quit. However, I knew I had strong passion for students and could push myself a little bit to support students to learn. I continued the teaching and gained experience and my love to work in school environment grew more. After teaching for almost two years in the school, I advanced my education to become a professional teacher and then taught for 3 years. To improve my teaching skills and to be abreast with contemporary issues in education, I enrolled in Bachelor of Arts in Education. It was during this program that learned from Education Technology class that Technology can be used in the classroom to enhance teaching and learning. However, it was just a single class so I couldn’t benefit as I wanted. I therefore decided to pursue my master’s degree in Instructional Technology at UMUC to gain adequate skills to support my teaching and learning.
Teaching and Leading Beyond Boundaries
As a student of UMUC, I have been introduced to the UMUC Conceptual Framework (UMUC, 2013). The mission statement of the UMUC Conceptual Framework is to prepare educators who:
- Can say with conviction: a) I know my students; b) I know all my students can learn at high levels; and c) I know my work can promote high levels of learning for all students;
- Reach beyond boundaries to promote student success;
- Engage all students in highly effective educational experiences; and
- Prepare students for a changing world.
Courses:
I have noticed that my coursework at UMUC in the Instructional Technology Program has provided me with the numerous opportunities to learn new modern technology tools and resources as well as implementing them successfully in the classroom. The courses also addressed each of the six ISTE Standards for Coaches: Visionary Leadership; Teaching, learning, and assessments; Digital age learning environments; Professional development and program evaluation; Digital citizenship; Content knowledge and professional growth (ISTE, 2012). The following is an overview of each course I took in the Instructional Technology Program at UMUC, as well as the ISTE standards that were successfully addressed.
EDTC 600: Foundations of Technology in Teaching and Learning
The first course in my program Instructional Technology was EDTC 600. The course introduced me to the idea of using technology as a tool in the K-12 learning environment. While studying this course, I was able to evaluate and use different and multiple technology tools to enrich my lesson plans. I completed an assignment in this course which I did evaluate a technology and created a lesson plan. The assignment I did addressed ISTE Standard 2: Teaching, Learning, and Assessment (ISTE, 2012). During this course, I was also able to create a class website to communicate effectively with students and parents. This project addressed ISTE Standard 3: Digital age Learning Environments (ISTE, 2012). This standard advocate the use of digital tools to create online collaboration and blended learning environments to enhance communications with educators and stakeholders. Here is the link to the class website
EDTC 605 - Digital Information Literacy for K-12 Educators
This course in the Instructional Technology program focused on the types of literacies including digital literacy and media literacy. An analysis of the types of literacies presented knowledge of how to meet various student learning styles using technology tools. The final project of this course was to create an Information Literacy Unit Plan that incorporated technology into the course standards. The assignment also addressed ISTE Coach Standard 2: Teaching, learning, and assessments (ISTE, 2012). To be precise, this project focused on standard 2b which states that “coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address diverse needs and interests of all students” (ISTE, 2012, p.1).
EDTC 610 - Web-Based Learning and Teaching: Design and Pedagogy:
The course EDTC 610 was focused on the pedagogy and best practices for implementing technology tools in the classroom. In this I explored various web technologies and created web-based classroom activity. The final exam for EDTC 610 required students to create a document to be used for a professional development workshop on web-based platform. It was necessary to synthesize my knowledge of web-based tools and resources and also to use the ADDIE method to evaluate various web technologies. The components of the project is aligned with ISTE Coach Standards 1: Visionary leadership, and 4: Professional development and program evaluation (ISTE, 2012). Standard 1 states that technology coaches must contribute to the implementation of a shared technology plan and develop strategies for initiating technology innovations in the classroom. Standard 4 states that technology coaches should design and develop professional development programs that promote teaching and learning with digital tools. By analyzing the various web-based tools and suggesting for implementation, both of these ISTE standards are addressed.
EDTC 615 - Using Technology for Instructional Improvement: Research, Data, and Best Practices
The course EDTC 615 is focused on data-driven decision making in the classroom environment. Students were given various sets of data which were to be examined and analyzed for making instructional decisions on a particular group of students. Using data to make decisions about instruction was a new concept to me, however through the support of the course instructor and course mates, I successfully used in my classroom. One projects in this course was a research paper on an emerging technology tool. This research paper addressed ISTE coach standard 6: Content knowledge and professional growth (ISTE, 2012). The objective states that coaches should engage in continuous learning to deepen knowledge of content, skills, and technologies. Here is a link to my blog during this course
EDTC 620 - Technology in K-12 Education: Synchronous, Asynchronous, and Multimedia Technologies:
EDTC 620 went into greater depth on incorporating multimedia technologies in the classroom. This course allowed me to explore multiple tools to create graphic presentations to use in my class. The final project in EDTC 620 was to create a Unit lesson plan that incorporated relevant technology to teaching and learning. The general goal of the entire unit plan is to instill in students the concept and skills of designing. And to use the knowledge acquired to design a book cover. The unit plan was made up of three (3) lessons. In each lesson, technology or technological tool was used to support the entire teaching and learning process. These technologies include software, hardware and apps for live conferencing. The technology integration and exposure ensures that the course addresses ISTE Coach standards 2: Teaching, learning, and assessment, 3: Digital age learning environments, and 5: Digital citizenship (ISTE, 2012). An assignment of using Prezi in lesson presentation gave me in-depth knowledge in the use of multimedia to support teaching and learning.
EDTC 625 - Hardware and Software in Instructional Development:
This course EDTC 625 in the program focused on hardware and software programs used in K-12 schools. As a student in Instructional Technology program, I studied the necessary things necessary to create an effective computer lab classroom as well as various software tools to support student instruction. One of the major course projects was to design, budget, and plan for a new computer lab. This project required me to think about budgeting and network issues from the viewpoint of an administrator and instructional technologist. ISTE coach standard 1: Visionary leadership (ISTE, 2012) was addressed during this project. Standard 1 encourages technology coaches to plan and develop technology innovations for the school and classroom. My network design project provides a comprehensive look at all aspects of building a new computer lab in my present school.
EDTC 630 - Administration of Technology Initiatives: Planning, Budgeting, and Evaluation:
The course EDTC 630 focused on budgeting, and maintenance of instructional technology systems in K-12 school system. The course required me to look at the use of technology tools for courses to enhance teaching and learning. I was able to examine the use of digital tools in Graphic Art courses and created a technology plan for my school to help improve the skills in Graphic Art. One of the projects I completed was a review of our school’s Acceptable Use Policy. This project allowed me to familiarize myself with district and state rules for teachers and students when using classroom devices. My AUP critique addressed ISTE Coach standard 5: Digital citizenship (ISTE, 2012). This standard states that coaches must model and demonstrate proper use of all technology tools. By learning and evaluating my school’s AUP, I now have the knowledge necessary to instruct my students on how to safely and efficiently use the school’s computers and devices. Here is a link to Classroom technology Plan.
EDTC 640 - Leading Technology Change in Schools:
The EDTC 640 course in the Instructional Technology program was focused on the idea of professional development in schools. I learned how to create training sessions that meet the needs of skilled and unskilled teachers as well as tools that would be useful in a training session. The culminating project of this course was a professional development website based on a specific piece of instructional technology. I created a website about the use of website as a communication and collaboration tool in the classroom. The purpose of this website is to teach other educators how to effectively activate and use technology in their classrooms. This activity addressed ISTE standards 4: Professional development and program evaluation, and 6: Content knowledge and professional growth (ISTE, 2012). Standard 4 indicates that coaches must participate in the creation and delivery of technology-related professional development. Standard 6 states that coaches should demonstrate their knowledge and skill in technological areas and reflect on their practices. My professional development wiki demonstrates the creation of a professional learning program. As part of studying the course, I created a website which demonstrates my own professional growth in the area of technology integration. Here is the link to professional development website.
EDTC 645 - Integration of Technology: Global Perspectives
EDTC 645 explored global perspectives of technology integration in K-12 schools. In this course, students were able to explore technology integration practices in schools around the world. We also examined ways to communicate and collaborate with classrooms in other countries. Before the start of this course, I had little knowledge about global perspective in education and how it could help improve teaching and learning. After going through many discussions with course instructor, classmates and reading course materials, my perception on global perspective in education changed for better. The course “Global Perspective in Education” has given me the skills needed to plan, design and implement globally rich lesson. One of such experience was when I was completing a project on Global Education Network. Under this project, two classrooms were connected to complete one project in Arts. his assignment met the requirements of ISTE Coach standards 3: Digital age learning environments and 5: Digital citizenship (ISTE, 2012). Standard 3 encourages the use of online and blended learning environments to enhance student learning and collaboration. This project focused on the use of ePals to collaborate globally with a partner class. Standard 5 promotes cultural diversity and global awareness through the use of technology tools.
EDTC 650 - Teaching and Learning in K-12 Virtual Schools
This course in the MEd program focused on online learning and distance education. As students, we were able to examine the structure, models, and policies of K-12 virtual schools as well as the issues that virtual schools currently face. I had the opportunity to interview the dean of an online school in order to understand the issues and policies at his school. Some of the projects I completed in this course were the Virtual School Consultant project and the Online Unit created for my mass communication program. The Virtual School Consultant project required me to examine the various types of online schools and make recommendations to a fictional school district for their new online school. This project met the objectives listed in ISTE Coach standard 4: Professional development and program evaluation (ISTE, 2012). Objective 4c states that coaches must evaluate various programs in order to determine their effectiveness. In my research for the Virtual School Consultant project I evaluated the many types of online schools in order to make an informed decision in my recommendation. The online unit for mass communication taught me how to meet the needs of distance education students by creating a safe and effective online environment. ISTE standard 3: Digital age learning environments (ISTE, 2012) states that technology coaches must be able to use digital communication tools and create digitally-rich environments for student learning.
Conclusion
As I complete this program, I reflect on how much I have learned about the process of integrating technology into teaching and learning. I now see technology as the hope for future education enhancement in k-12 school system. As an Instructional Technologist candidate, as see myself as a resourceful teacher, a leader and an administrator who roles go beyond the classroom environment. Throughout my studies at UMUC in the Instructional Technology program, I have learned the strategies to integrate current and emerging technologies to transform teaching and learning. With confident, I use technology to create personal learning network.
Other benefits gained in this program include the ability to; extend my classroom with online and blended learning experience, create multimedia and we-based products to support student learning and instruction, develop standards-based (common core) technology supported lessons, provide innovative professional development experiences for teachers and other educators and lead technology initiatives (UMUC, 2016). The events of being restricted to textbooks and worksheets are past; I found new ways of using digital resources to motivate students to learn and to enhance my instructional processes.
References
International Society for Technology in Education [ISTE]. (2012). ISTE Standards: Coaches. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf
University of Maryland University College (2013). Conceptual Framework: Teaching and Leading Beyond Boundaries. Retrieved from http://www.umuc.edu/edudept/upload/conceptual-frameworks-executive-summary.pdf
University of Maryland University College. (2014). Master of Education in Instructional Technology. Retrieved from http://www.umuc.edu/academic-programs/masters-degrees/education.cfm