Learning Framework>Engage>Real-World Problems
"Not only could the project itself be meaningful but also a practice of— not merely a preparation for—that fulfilling life."
(Yun, 2000, p. 246)
(Yun, 2000, p. 246)
In order for students
to build knowledge, they must be actively engaged in work that is meaningful
and authentic, rather than merely theoretical academic and philosophical
discussion. Learning becomes engaging when students are presented with
situated, real-world problems (Jonassen, 1998). Ideally, students choose their
own learning path based on interest. Where topics are prescribed, students may
be offered choice within the framework of those topics. Throughout the MET
program we were offered choice in our assignments, allowing us to engage more
fully with the content and helping to sustain motivation.
The Assignment
The Foundations of Educational Technology (ETEC511) was a core course and as such was largely theoretical. However, during assignments we were encouraged to pursue areas of interest related to the application of theoretical issues and educational technology. In the major assignment (worth 45%) we were required to choose an area of interest in educational technology, based on one of the week’s topics. We were then expected to research and write a cogent and concise essay, stating and defending a thesis, by providing evidence through examples and narratives. Inspiration and interest came from the readings from module 5, The Anthropology and Sociology of Technology. An excerpt from an article by Monahan (2005) piqued my interest. LA United School District spent $44 million on software that is no longer actively in use. If fact, in 2005, this decision and the subsequent results became a subject of controversy. In my research I found other instances of schools that were spending large amounts on technology, with minimal integration. It was intriguing to me that while funds were usually scarce, large sums of money were being spent with minimal success. My research findings and subsequent paper, The Effective Integration of Technology in K-12 Education: A Holistic Approach (Penner, 2011) ended up being foundational for my thinking about the integration of educational technology. |
Reflection
Tasks Accomplished and Skills Demonstrated This was my first course after a significant break from academia. As such, the skills required for this paper were significant in setting the standard for all future papers and writings in the program. I was pleased to receive commendation on my writing, research, defence and critical analysis of the thesis. It became apparent though that APA referencing format would be more of a challenge. Some input from the instructor, along with greater attention to the details, and significant use of the Purdue Online Writing Guide for APA pointed me in the right direction and gave me more confidence in correctly using APA. The following are some of the skills I learned or enhanced with this assignment.
Knowledge Gained I gained knowledge about a vital, relevant,and practical topic in the area of educational technology. Researchers were clear and united about the reasons for the lack of technological integration in educational settings. Most cited were time, access, technical, training, and teacher-related issues. I found that decision-making was covered to a lesser extent, but in my mind became a very important issue leading to big spending with little integration. It became clear through the research that piecemeal adoption of technology and training has not been effective. A new approach is needed - a constructivist approach where all stakeholders take part in the dialogue, build knowledge together, and support each other in a technological community of practice (Penner, 2011). Impact Made This research paper was foundational in developing and framing my thinking about the integration of technology, firstly for my own practice, and then for those I would support in my school as an educational technology specialist. Foundational ideas that I walk away with through this research are as follows:
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References, Links, and Key Resources
Monahan, T. (2005). Technological cultures. In Globalization, technological change and public education (pp. 73-92). New York:Routledge.
Paiz, J.M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee, A., Keck, R. (2013, Mar 1). General format.
Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/
Penner, J.K. (2011). The effective integration of technology in K-12 education: A holistic approach. (Unpublished graduate essay). University of
British Columbia, Vancouver.
Yun, E (2000). The Project Approach as a Way of Making Life Meaningful in the Classroom. Clearinghouse on Early education and Parenting.
Retrieved from http://ceep.crc.uiuc.edu/pubs/katzsym/yun.html
Monahan, T. (2005). Technological cultures. In Globalization, technological change and public education (pp. 73-92). New York:Routledge.
Paiz, J.M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee, A., Keck, R. (2013, Mar 1). General format.
Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/
Penner, J.K. (2011). The effective integration of technology in K-12 education: A holistic approach. (Unpublished graduate essay). University of
British Columbia, Vancouver.
Yun, E (2000). The Project Approach as a Way of Making Life Meaningful in the Classroom. Clearinghouse on Early education and Parenting.
Retrieved from http://ceep.crc.uiuc.edu/pubs/katzsym/yun.html