Patton's Learning Statement

My fascination with technology is the reason I became a business teacher and then later became a technology director. I am in my fifth year as a technology and curriculum director. Since my duties entail both technology and curriculum, I have developed learning beliefs based upon my experiences, as well as the knowledge gained from the Master's degree I am pursuing. The main concept I have gained from my Master's classes is that technology must add value to the learning activity. My learning beliefs are centered on the constructivist learning theory. This theory emphasizes the importance of the learner gaining understanding by earning it. "Teaching, on its own, never causes learning. Only successful attempts by the learner to learn cause learning." (Wiggins and McTighe, 228).

I believe that technology, when properly integrated into the curriculum, enhances student knowledge.

In the past I believed technology was to be used to make the project easier to complete. These courses have helped me understand its importance in the knowledge process. Educational technology is more than just the use of computers in a classroom. These courses have deepened my understanding of the integration of technology and developed a desire for me to use technology to add value to learning activities. "If schools are to foster meaningful learning, then the way that we use technologies in schools must change from technology-as-teacher to technology-as-partner in the learning process" (Jonassen et al, 7). Most lessons learned using technology result in a student using multiple tasks and concepts to complete the assignment. When students have to use their skills to make decisions concerning assignments they are better able to make decisions about life-long learning. Technology requires a student to go beyond basic thought processes and learn to analyze and inquire. Critical thinking skills are important because they help learners to work with what they are given in order to create their own ideas. One tool that can be used to help students externalize their understanding is a Concept Map. The Concept Map I created to show the relationship between teaching, learning, and technology was valuable to me because it helped me to symbolize the interrelationships of these concepts in a spatial representation. This map can be created using paper and pencil, but seems to come to life using a tool such as Inspiration. The KITE and eThemes databases provide resources for teachers on effective technology integration. The Learning and Technology Matrix activity was very valuable because I analyzed lessons in the KITE database to match the technology I wanted to use with the characteristics of meaningful learning I wanted my students to ascertain. The Internet provides a wealth of resources available to enhance the curriculum, but we must help students understand the complexity of it. In order to provide a quality learning experience with the Internet, I believe we must teach students how to properly use the Internet and my Technology Integrated Learning Plan (TILP) centers on the dangers of social networking. This plan provides students with the opportunity to inquire about and analyze social networking sites. It, also, prepares students to compile information found on the Internet into a useable document and provides them the opportunity to reflect upon the information they discovered.

I believe that students must have technological skills in order to become productive members of society. According to a video on You Tube-Did You Know 2.0 - "Shift Happens" the statistics are startling on what high school students have already been exposed to and expected to be able to accomplish using technology tools. Students must leave high school equipped with technological skills in order for them to be successful, whether they are entering college or the work force. Technological tools used for the presentation of concepts, such as PowerPoint from the Microsoft Office Suite, Inspiration, and use of a SMARTBoard, are necessary skills for success in any setting and regardless of whether that person is a student or a teacher. While completing the assignments students and teachers are expanding their understanding, as well. Effective communication, whether face-to-face or electronically, is imperative to convey understanding to others and is necessary to be a productive member of society. I learned to create a web page and a WebQuest during these courses. I am better able to evaluate and re-design our school web page with the knowledge and tools provided as I learned web publishing. This knowledge will help me collaborate with teachers as they help students create web pages. Students' knowledge of web publishing, as with any communication tool, teaches them the importance of good planning. As with any project, there must be a rough draft before the final project. Web publishing helps students evaluate what is important and then organize the information so that it communicates its purpose to its intended audience. The challenge of the WebQuest was to create one that required high-order thinking skills. In order to be successful members of society, it is imperative that students learn to use critical thinking skills. During this WebQuest, students (which happened to be my teachers) were required to determine good web design by researching the rules of web design and formulate a list of rules. To further enhance their knowledge of the project, they also used Inspiration to create the layout design and then used Mozilla Composer to design a web page. Societal skills of planning, organizing, and communicating are necessary for students to be successful in our world today.

I believe that educators must be thoroughly equipped with technological expertise to facilitate student learning. As I mentioned in my previous learning belief, students come to class already familiar with, and using on a daily basis, technology. It is our challenge, as educators, to expand our training so that we keep abreast of the current technological offerings available. That was the reason I pursued this Master's Degree in Educational Technology. My duties involve helping teachers learn to integrate technology and I didn't want to be stagnant in my position. As technology changes, we must be able to learn better ways to facilitate learning. I have gained very valuable knowledge from my classes that will help me be a better partner with my teachers. Some of the tools that I have, or will be, sharing with my teachers include wikis, blogs, microworlds, and ShowMe the World resources. All of these tools facilitate student learning when integrated properly. It is our duty as professional educators to strive to acquire the knowledge to encourage students to use technology to gain knowledge. I used a Concept Map to check the interrelationships of the WebQuest I created. Although we generally think a concept map should be created by the student, teachers can use it for the same reasons. Another important tool for helping teachers provide quality lessons that require students to use critical thinking skills is the Backward Design Model. This model for decision making can be used in a variety of settings. During my Instructional Design class, I used the Backward Design Model to create a learning system on web page design for my teachers. This design could be used to create lesson plans for students, as well. This model will, also, be a valuable tool for me to use in the assessment of our district's curriculum. The evaluation process will be based upon the results we hope to accomplish and go backwards into the curriculum design to see where additional strategies are needed to accomplish the goals we have set for our students. "We cannot say how to teach for understanding or which material and activities to use until we are quite clear about which specific understandings we are after and what such understandings look like in practice." (Wiggins and McTighe, 14)

I believe that effective technology leadership is vital to resources being available for all students and used in a manner conducive to student learning. All of my previous beliefs would be difficult to put into action if the technology leadership in my district didn't have a clear vision. In the article "Vision, Leadership, and Change" the author states: "Educators are being challenged to meet the present needs of students as well as prepare students for the 21st century. They must meet this challenge first with a vision, a picture of the future for which students, teachers, administrators, parents, and community members are willing to work." Good leadership is the key to successful acquisition of and implementation of technological resources into the curriculum. There must be a plan in place. I learned to evaluate my technology plan and I'm now prepared to make the necessary changes to it when it is due again. I learned how to conduct a needs assessment and then create plans based upon the results. I created a staff development plan to help me facilitate a training program for my staff. I also created a technology team plan that I will be able to use to communicate the needs of my district to my superintendent and the board of education. Strong leadership is vital to the success of the integration of technology and I feel like, I not only have the tools necessary to be an effective leader, I also have the knowledge.

Conclusion Statement

All of my experiences in the educational field, my profession, my education, and everyday life have shaped my learning beliefs. I believe technology use will enhance learning, that technology skills are necessary for success in life, that educators must exhibit expertise in the use of technology to be able to teach it, and that good leadership is imperative to a successful technological environment that is conducive to learning. As I stated earlier, the main concept I have gained from my Master's classes is that technology must add value to the learning activity. My Master's studies have provided insight into how to incorporate technology into the curriculum, internet learning tools to facilitate learning communities, a plan to support the resources in my district, and a wealth of resources/activities to help with teacher collaboration.

References

David Jonassen, Jane Howland, Rose M. Marra, and David Crismond. Meaningful Learning with Technology. 3rd. ed. New Jersey: Pearson Education Inc., 2008, 2003, 1999

Robert A. Reiser and John V. Dempsey. Trends and Issues in Instructional Design and Technology. 2nd ed. New Jersey: Pearson Education Inc., 2007, 2002

Grant Wiggins and Jay McTighe. Understanding by Design. Expanded 2nd ed. New Jersey: Pearson Education Inc., 2006

"Shift Happens" You Tube-Did You Know 2.0 June 22, 2007.

"Vision, Leadership, and Change." Issues...about Change. Volume 2 Number 3 (1993) Southwest Educational Development Library.

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