Reflection as a practice to deepen and consolidate learning is a fascinating process to me. I am always amazed at how the learning objectives set out at the beginning of the course are the big ideas that are then gleaned throughout the course. Through my graduate study experience, I have experienced that identifying one’s own learning goals is an important piece of the learning cycle. As a lifelong learner, establishing my own learning goals gives me ownership and understanding about where my learning journey will take me. One of the learning goals I posed as a question in my first blog post was “What and how should technology and digital tools be embedded into a teacher’s program?” This question is essentially what my research question was, “What does it look like to effectively integrate technology into the elementary classroom?” 

Through the iterative planning process for my capstone project, it was discovered that I needed to select a framework to evaluate what is effective technology integration into the classroom. Since the Ontario Ministry of Education has a 21st Century Competencies Foundation Document for Discussion the 6 C’s was the framework chosen. There are six competencies that could have been selected, however, critical thinking seemed to fit well with technology and the current provincial government has highlighted critical thinking as a focus transferable skill in recent publications. 

When I opened up my reflection blogs from the INF 537 course to begin thinking about my thinking over the last 13 weeks, I chuckled when I read the first sentence of my first blog post. “Critical thinking is the cornerstone of teaching and learning in the 21st century”. I found this fitting as having just finalized my capstone project; the final sentence of my capstone project is “Ontario students and educators must renew their focus to include critical thinking into the classroom through effective technology integration.” When I started the course I did not consider that where I started is where I would end, learning how critical thinking supports student learning and educator practice. The idea of critical thinking in my first blog post was inspired by engaging in the course materials. Critical thinking as an area of study for the conclusion of my study was based on my interest and insight from reading the Ontario Ministry of Education documents. Although my engagement with the curriculum was much less rigorous prior to the commencement of research, I did have an understanding of critical thinking was as a foundational concept in the most recent curriculum documents was recognized.

My blog post for module 1, the information environment, included discussion about Web 2.0 as a learning tool and the idea of students practicing digital citizenship. Ideas such as participatory learning, being a networked learner, engaging in the critical thinking process and making my learning visible were all ideas that I studied about through course material and revisited through my research to understand what the effective integration of technology looks like in the elementary classroom. The knowledge I encountered through module 1 course readings were substantiated through my research of the Ontario Ministry of Education documents. Without documenting my thinking using my blog, I would not have realized the strong connection between my capstone research project and course content. 

Module 2 digital futures, digital scholarship highlighted the impact of technology on learning and teaching. Again through my capstone research project, I understand that digital literacy skills are developed through the effective integration of technology. The critical thinking process is required when utilizing digital tools and resources. The SAMR model is a foundational concept for educators to review to reflect upon their own understanding of how technology impacts their classroom instruction. My module 2 blog past states “To prepare students for the future, students need learning opportunities that foster collaboration, active learning through participation, developing their online identity through networking, social media and digital citizenship.” Again this idea was reflected in my capstone project. It is our role as educators in Ontario to prepare students for their future. We may not fully understand what that may look like, but we can be certain that it will involve technology. The way in which students learn is different in the 21st century. Prior to Web 2.0, society needed to memorize, recall or know where to find information, now students and educators can find information in seconds using the internet. Students can now focus on transferable skills development such as critical thinking. 

Engaging in the research of the Ontario Ministry of Education curriculum and publications has positively impacted my knowledge as an Ontario educator. I understand the importance of critical thinking and how to navigate the effective integration of technology into the classroom. Prior to the research capstone project, effectiveness was measured on student motivation and engagement. Evaluating technology integration through a framework has supported my ability to continue exploring this question through the lens of the remaining five competencies of the 6 C’s of 21st-century learning.