Statement of Current Knowledge

I have noticed that students enjoy the robotics, coding, video creation, green screening and makerspace activities that I deliver when invited into classrooms. The primary hurdle I have encountered is demonstrating to classroom teachers the connections to these activities and the Ontario curriculum and the deep learning and impact on student learning. I can clearly see that students experiences are positive and enriched versus and paper and pencil task, but I often get resistance from classroom teachers about how to asses these tasks.

Initial Thoughts

When I first learned that Concepts and Practices for a Digital Age was a required course for the Knowledge Networks and Digital Innovation Masters of Education program, I wasn’t excited to be taking the course. My initial thoughts were that the course was going to dry and boring and the content would include the history of the internet and how the internet has changed the learning environment. After reading the course outline and participating in Module 1, I am very excited to be enrolled in the course and I can already see how the learning will support me in my teaching practice. I have learned about digital literacy, digital natives and the learning styles of students and the impact of technology on student learning.

Context for Learning

As a special assignment teacher supporting technology integration in the classroom and 21st-century learning competencies within the school board, I work with both classroom teachers and students. Throughout this course, I look forward to learning how to mentor teachers and support their understanding of students learning needs and how technology supports student achievement. Balancing collaboration, linked data and privacy are topics that I am eager to explore and develop an understanding of how to foster digital citizenship and digital literacy in classrooms effectively.  

Personal Aims

Engaging Students

The learning in module 1 has developed my understanding of how today’s students are different from those in the past. Prior to this weeks course work, I didn’t know the terminology “digital native”. I think the key to understanding how to reach students in our classrooms today, digital natives, is to know what motivates and matters to them. Providing them with hands-on authentic experiences that are interesting and matter. I selected a book for the Scholarly Book Review assignment that will develop my understanding of makerspaces as a means to incorporate hands-on learning in the classroom. The book is titled “Invent to learn: Making, tinkering, and engineering in the classroom” by Martinez, S. L., & Stager, G.. I also look forward to diving into some of the resources the Ministry of Education created that supports 21st-century learning.

Foster a climate of Connected Learning

Since I have the opportunity to work with both teachers and students I would like to gain a stronger understanding of what connected looks like in the classroom, the benefits and the impact of connected learning. How can I impact teacher mindset and what professional development will best support a shift in teaching practice and pedagogy. The school board I work within has digital equity with the exception of three schools not having fiber optic broadband internet connection. Internet connection is available to all schools, however, the speed is just slower at some schools. However, each school has the same robotics kits (Sphero, Lego Mindstorm, Lego WeDo 2.0, Ozobots, Beebots, Dash and Dot), students in Grade 3 – 8 have 1 to 1 Chromebook connectivity, each classroom has a Promethean Board and makerspace kits. What is the best method for sharing the “why” teachers should integrate technology using the board provided resources and what is the best method to measure student achievement and assess these fluid tasks?