Abstract
This
paper is discusses the program learning outcomes on the journey toward a Master
in the Arts of Teaching and Learning with Technology courses. The discussion will include ranking the
outcomes in order of importance to my own teaching position. It encompasses the dedicated work that took
place as a result of accomplishing the program learning outcomes while demonstrating
the knowledge, skills, and understanding of concepts related to technology. The
discussion includes the design and implementation challenges experienced during
the design and creation of a MATLT portfolio and how they were overcome.
According
to McManis and Gunnewig (2012) of the most critical needs identified for educators
of young children are gaining the knowledge and skills to select and use
technology in appropriate ways. Technology must be developmentally appropriate
and responsive to the needs and interests of the students as well as their
social and cultural contexts. Therefore,
the program learning outcomes that rank top on the list for kindergarten
teachers are Program Learning Outcome 2, demonstrating knowledge and skills in
current emerging instructional technologies, and Program Learning Outcome 3, designing
learning opportunities that apply technology-enhanced instructional strategies
to support all learners. In order to
design the appropriate learning experiences, an educator must be proficient in
demonstrating Program Learning Outcome 1 knowledge and skills related to
learning using technology. These three
outcomes seem to be linked together and weigh equally in ranking order and at
times be interchangeable.
Following
in rank would be Program Learning Outcome 6, to evaluate technology resources
to facilitate effective assessment and evaluation, and Program Learning Outcome
7, utilize technology to collect and analyze data, interpret results, and
communicate findings. As students
participate in learning experiences, there must be a way to assess if the
intended learning outcome is being met. This data can be used to make decisions
on proceeding to the next learning goal or remediation is necessary. According
to “the relevant principle from learning theory is that students learn
best when they have frequent practice followed by immediate and accurate
feedback” (p 26). Using technology to give immediate feedback
will enhance the learning outcome. Both of these outcomes go hand in hand in
ranking.
Next
in rank would be program Learning Outcome 4, apply research to support learning
in a technology-enhanced environment.
This outcome is required to seek out new technologies and proven best
practices using technology. In turn this
would support Program Learning Outcome 8, demonstrate the ability to make
informed decisions regarding the use of technology in support of learning and
leadership. In learning more about the
various programs, technology tools, and instructional design, I am more
confident in sharing this knowledge and expertise with other colleagues,
parents and administration. From my
experiences in the principles of instructional design and technology
integration that I have learned in the MATLT program, I have become a confident
leader who has the skills to support individuals or teams in similar positions
in my school and district.
The
last ranking program Learning Outcome 5 is exemplifying ethical practices of
technology usage. This was paced in this
order due to the fact that the entire program learning outcomes are extremely
important and something has to rank last.
The first challenge that was faced
was that of the selection of the best portfolio medium for presentation. The two different choices began with a
PBWorks Wiki and a Google blog. The
problem was solved as both resources were used to begin with, then it was found
that the wiki just did not have that eye-grabbing look. After a short deliberation, it was decided to
proceed with Google blog to add the additional activities that were to be
showcased. The next challenge that was
much more difficult was how to order the program learning outcomes. Much though went into this choice and it
could have been changed a number of ways that could be equally justified. Each of program learning outcomes will be
used in my work place, as my school administration is very receptive to input
from teachers.
Another
minor problem happened when the ePortfolio was posted. If opened on
Microsoft Explorer, the side links and part of the introduction page were not
visible. The solution to this problem was that the portfolio needs to be
opened with Mozilla Firefox, all links and pages are visible. With
suggestions from classmates to add PLO numbers to the links, the portfolio is
now easily read and accessed.
In
conclusion, this has been a wonderful learning experience that has widened my
horizons on teaching and learning with technology. Many of the design principles and tools have
already been applied in the classroom. As
I continue preparing my students to be successful individuals in this global
informational world, I also will continue to grow and learn by keeping abreast
with rapid-evolving technology in this ever-changing world.
References
McManis, L.D. & Gunnewig,
S.B. (2012). Finding the education in educational technology with early
learners. National Association for Young Children. Retrieved from http://www.naeyc.org/yc/files/yc/file/201205/McManis_YC0512.pdf
Newby, T., Stepich, D,
Lehman, J., Russell, J. & Ottenbreit-Leftwich, A. Educational
Technology for Teaching and Learning,(4th ed.). Pearson Learning
Solutions p. 26
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