I entered this course expecting to learn some new ways to include technology into teaching. Over the course of the semester I created blog posts, evaluated a website, created a Webquest, collaborated on a lesson plan, created a wiki, an e-Portfolio, and a PowerPoint. I knew once I saw the assignment descriptions that I would not have trouble with the how-to of the assignments. I feel the majority of my generation has grown up with our lives so immersed in technology that we know a lot, and are able to quickly figure out the things we don’t. Using technology is not what I took from this class.
What I did learn was that I had to open up my mind about how it can be used in the classroom. I had never heard of a Webquest before, and now see the possibilities it can bring to learning. I found the format to be desperately in need of an update and explored a new possibility for that. I learned how a website should be evaluated using certain guidelines, not just my own experience with them.
The book was the most frustrating part of this course for me. I found that for a book written for an education course, it must not have been written by educators. It read like long a college research essay. The language was very formal, the format bland, and the way the information was presented did not hold you attention.
What I liked best about this course was accepting that what I experienced as a student, an education where technology was viewed with suspicion and only just tolerated by the administration, is slowly changing as my generation are becoming the teachers. We have to embrace powerful technology in order to allow children to be taught using todays tools, instead of learning tools of the past. Our goal is produce productive working members of society, and the ability to use technology is a requirement for membership in that group.
Maloy, Robert W.. Transforming learning with new technologies. Boston: Pearson/Allyn and Bacon, 2011. Print.