Reflection from a 21st Century Educator

   In his book From Master Teacher to Master Learner, Richardson states that teachers must be learners

 first when understanding technologies today (Richardson, 2015). Throughout my time in this course, I 

have gained a greater appreciation for technology and a better understanding of what it takes to 

integrate technology into the classroom. The Covid-19 global pandemic has put educators in the world 

in a position where we have to rely heavily on technology to teach our students. This course has been 

great in providing us with a number of different tools that are instrumental in successfully integrating 

technology within the classroom.

    Prior to this course, I possessed the ability to utilize different technological tools in the classroom. I 
was always reading and researching the newest and best ways to include technology in my lessons.  My eagerness to keep up with the changing technology correlates with the RWRCOEL Technology Proficiencies. It states that “the candidate demonstrates fluency using effective technologies to plan, coordinate, organize, manage, and/ or supervise effective learning opportunities for all students” (Laureate Education, 2015).  Technology is all around us and we are using it more and more in schools. The students have iPads and Chromebooks that they are to use daily to complete tasks and to submit work. It is important that we as educators are always up-to-date on the new technology and we are able to integrate this technology into our classrooms and teach the students how to use these technologies successfully and responsibly. This course introduced and reintroduced me to the different Web 2.0 tools that are available for teachers to use in the classroom. I have been blogging for at least half my life now with the introduction of Myspace, Facebook, and Twitter as well as Flickr, Tumblr, and so much more. I Thanks to this course, I enjoyed using a few of these tools to enhance my teaching methods. Prior to this course, I never gave too much thought to using these tools in the classroom. The International Society of Technology in Education (ISTE) standards for teachers states that teachers are lifelong learners and explore the new tools of technology to support student learning (ISTE, 2008). I enjoyed using them effectively and discovering the ways in which I can integrate these tools in my classroom. 



     As I begin to implement these Web 2.0 tools into the classroom, it is important that I am keeping my

 students in mind. Not all my students are on the same level and their capabilities all vary. Some of my 

students will not be able to use microblogs like Twitter and navigate to my wiki site like other more 

tech savvy students can. I learned a lot from my wiki-based lesson. I thought that I simplified things so 

much that the students would be able to easily navigate my site but there were a number of aspects of it 

that were a bit difficult for them to navigate on their own. I know now that I need to think how a child 

would think and put myself in their shoes when developing my lessons. As I continue to design and 

implement technology tools into the classroom, it is important that I not only provide access to the 

tools, but also educate my students on how to effectively use these tools effectively. As an educator it 

is my duty to keep in mind that the students are still learning foundational skills when using technology.

 While they can explore and self-discover, it is important that I assist them withing gaining the skills to 

reach the level of learning that I want them to be at. 

    
     The Web 2.0 tool that I would like to continue to implement into my classroom is the use of 
podcasts. Richardson mentions that podcast can be used in many different subjects such as social studies, science, music, reading, and more, providing students an opportunity to verbally communicate their answers (Richardson, 2010). Podcasts would provide students with an alternative way to respond to prompts and provide answers to course questions. Podcasts would also be a great way for students who struggle with reading and writing and provide them with a verbal alternative to answering test questions. For older children, podcasts can be a great note taking tool as well. The potential barriers that are possible when asking elementary aged students to use podcasts in school are pretty miniscule compared to the benefits. To combat students who may have difficulty articulating clearly enough, I can ensure there is an external microphone available for them to speak into and I can help them organize their thoughts using graphic organizers and sentence frames. I can also create a designated recording area within the classroom that is quiet and private enough to limit distractions and provide them with the space they need to record. The use of podcasts in the classroom will allow me to support and enhance my students’ learning and lead them down a path to success. Using this Web 2.0 tool aligns with the ISTE’s sixth standard for students which states that “students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals” (ISTE, 2016). Podcasting in the classroom also supports the third ISTE standard for teachers which states that “educators inspire students to positively contribute to and responsibly participate in the digital world” (ISTE, 2008).

        This course has allowed me to open my mind and set my sights on more for my students Thanks to

 this course I have set several goals for the rest of the school year. One goal is that by March 2021, my 

students will have successfully navigated and used a wiki site to complete an assignment. Another goal 

is that by the end of the school year in June 2021, all my students will record and share three podcasts 

to our class wiki/google classroom site. I feel that these two goals will promote responsible technology 

use and prepare the students for the future and lifelong success. 


     This course has truly opened my eyes to the capabilities of the 21st Century learner and what it takes to truly be considered a 21st Century educator. It has also opened my eyes to how behind a lot of the schools are in our area. Although provide students with technology such as Chromebooks and iPads, the covid-19 pandemic opened my eyes to how much more we could ave been doing prior to being shut down. Now that we have experienced this upheaval of our education system, we are just now moving towards a much more sophisticated and technologically savvy way of educating today's youth and preparing them for the technologically advanced future that they will discover. Just like the RWRCOEL Technology Proficiencies state, “as lifelong learners, candidates improve their technology proficiency through collaboration, leadership, ethical practice, and additional professional development opportunities” (Laureate Education, 2015). As an educator, I will ensure that I am continuously educating myself and my colleagues on the best ways to implement technology within the classroom and ensuring the success of all students.  

.

References 

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016  

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers  

Laureate Education. (2015) RWRCOEL technology dispositions https://class.content.laureate.net/2565b7a77954cee53d16c82a78cc0726.pdf

Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks.

Richardson, W. (2015). The future of teaching and learning. From master teacher to master learner. Bloomington, IN: Solution Tree Press.


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