Below you will find my final reflection post for ETEC 533.  To see the article full screen please click here.

Introduction

When I started this ETEC 533 class I had a strong feeling that the activities and readings would help me to discover new interactions between learning and technology and further develop my understanding of how the two can benefit each other.  In hindsight, I must say this goal was achieved as I gained great insight into the current state of technology in the classroom and how future technologies could greatly impact all areas of education, not just science and mathematics.  Throughout the course I have had the pleasure of analyzing a variety of technologies related to teaching and education and have generally grouped these major concepts together into three overlapping themes: internet-related tools, classroom tools and what these tools may hold for science classrooms in the future.  In the following I will investigate each of these major themes, discuss their impact on my professional development as a secondary teacher and link this discussion to course materials.

Internet-Related Tools

Throughout the course we were exposed to a variety of interesting and useful internet related tools and innovations.  From learning environments and supports like Jasper and WISE to interactive tools like MyWorld/Worldwatcher, Geometer’s Sketchpad, GEODE Initiative and Netlogo to even advanced virtual reality environments like Second Life there is a lot of technology available to educators that are comfortable with its use.  I believe these internet-related tools have the potential to radically change many aspects of teaching.  With the correct professional development and supports these technologies can be implemented in the science classroom and it is my hope that we will see more and more of these efforts in the future (Williams, Atkinson, Cate, & O’Hair, 2008).  By using these and other innovative web tools teachers can meet not only science learning objectives but also internet, communication and technology (ICT) outcomes which have become a part of many curricula (Jonathan Pittman, personal communication).  Lastly, I believe teachers have a certain responsibility, beyond curricular obligations, to prepare students for the digital interactions they are likely to enjoy.  I believe as their lives become more connected, we as teachers should be trying to support constructive and appropriate use of these technologies in the classroom (Castonguay, Coyne, Lacoursiere, 2009).

Classroom and Teaching Tools

Within this course I have realized new digital classroom tools that extend beyond the laptops, interactive whiteboards, class websites and online tools I am familiar with to a variety of new tools that may soon be reaching our classrooms (Lacoursiere, 2008).  Free online tools that I have used in this course such as CiteULike, Delicious, blogs and wikis have serious potential for constructivist classroom activities related to science education.  As our own Technologically-Enhanced Learning Environment (TELE) exemplifies, technology can not only connect concepts within a class and help students reach learning outcomes, but the flexibility and customization these tools provide can even enable multi-disciplinary learning beyond just one subject.  With this and similar uses in mind it is easy to appreciate the potential for these tools.  Not all the tools we have used can be directly implemented in the classroom, however.  Tools and technologies related to virtual reality and haptics may require further research and refinement before they are ready for the secondary science classroom but I believe the potential of these  technologies will be realized in the future through distance learning or vocational training (Lacoursiere, 2009b).  This area has become such an interest to me I have taken on a project which will be developing a case for virtual technologies in vocational training.  This work will focus on an overview of current technologies, potential uses and developing a business case for the use of virtual reality environments like Second Life in Fire and Rescue training.  I must say the advances these teaching tools can have in teaching and training environments is promising and I am excited to explore them further.

Future

As I move forward in my understanding of technology and science education I am not only incredibly excited for what the future may have in store but I have begun to realize some stumbling blocks as well.  As I have stated in the past, the key to implementing these innovative technologies in our classroom may lie in our ability to support teachers in their understanding and use of technology (Lacoursiere, 2008).  As teachers we must be comfortable with the content we teach and as technology receives greater focus in our classrooms we must work hard to support its use and build a professional learning community around it (Williams et al. 2008).  Another potential issue to overcome is how to implement new forms of technologies that may not “fit” perfectly in the classroom.  Potentially useful technologies like laptops, handhelds and even cell phones may be overlooked as not beneficial to the classroom and worse yet outlawed by administration (Lacoursiere, 2009c).  One thing is certain, technology has become intrinsically linked to the way we live and the way we teach and as we move forward in using these technologies at home and in the classroom these links will only strengthen (Lacoursiere, 2009a).

Conclusion

Overall this class has been very informative and insightful.  I have further honed my knowledge and abilities as an educator and have a broader understanding of the current state of educational technology as it pertains to science and mathematics education.  By blogging and sharing my personal and professional views in this online portfolio I have not only developed a record of my learning but the conscious reflection has helped me see how these various technologies can be used in a classroom or even a vocational setting.

Some questions still remain surrounding the use of technology in these environments.  Of these unresolved questions I believe the following three are most pertinent to my current professional activities:

• What types of technology and technology supports do teachers in Canada have access to?
• Why is there such a disparity in the level of technology Canadian teachers use?
• To what level should implementing web-based and technology-based teaching tools in the classroom?

These questions are by no means easy to answer and are highly subjective but they will guide my further studies regarding education and technology.  In future courses and activities I hope to investigate these ideas further by continuing my research and discussion with colleagues.

Overall, I have thoroughly enjoyed all the opportunities this class and these reflections have given me as an educator.  Self-reflection and the pursuit of knowledge to further hone my teaching skills have long been part of my broader professional goals and this class has advanced my understanding of educational technology greatly.

References

Castonguay, N., Coyne, M. & Lacoursiere, M. (2009). TELE Design for Interdisciplinary Instruction at the Secondary Level.  Retrieved April 10, 2009 from http://d-tele.wetpaint.com/page/Teacher+Resources

Lacoursiere, M.E. (2008). Supporting Technological Innovation in Classrooms through Professional Development. Unpublished graduate essay, University of British Columbia, Vancouver.

Lacoursiere, M.E. (2009). Growing and Learning in a Digital Age: Auto E-Ography. Retrieved April 10, 2009 from: http://lacour.ca/2009/01/188/

Lacoursiere, M.E. (2009). Virtual Reality and Haptics: Lessons for the Classroom. Retrieved April 10, 2009 from: http://lacour.ca/2009/04/virtual-reality-and-haptics-lessons-for-the-classroom/

Lacoursiere, M.E. (2009). BC Principal Blocks Cell Phone Reception. Retrieved April 10, 2009 from: http://lacour.ca/2009/04/bc-principal-blocks-cell-phone-reception/

Williams, L. A., Atkinson, L. C., Cate, J. M., & O’Hair, M. J. (2008). Mutual Support between Learning Community Development and Technology Integration: Impact on School Practices and Student Achievement. Theory Into Practice, 47(4), 294-302.