Course Goals evaluation

After I looked at the course goals, I see how our readings and class discussions have helped me to understand the ABC's of lesson design and how to incorporate backwards design in unit planning. As a result of the culmination project, I am learning how to incorporate technology as part of the assessment process.

What I am still curious about and hope I will understand better by the end of the course is goal number four, "identify when technology is and is not an appropriate tool for learning and/or communication AND be able to articulate the reasoning for making this judgment." I have helped our school forge into the era of new technology and hopefully by the fall we will have wireless laptops for the two fifth grade classes to share. Originally, I was reluctant to In present this idea to the team, because of abuse of the laptops as word processors as well as the abuse of the Internet for research purposes. When I tried to explain some of the other ways we could use the laptops, my Principal's eyes popped open and said that computers are to be used for, "presenting work and learning how to use word processing features". Needless to say, I wasn't prepared to, "articulate my reasoning," so I suggested that she read some of Gary Stager's work and hoped for a conversation in the future to clear up this issue of when technology is and is not an appropriate tool for learning.

I hope that by the end of this class, I will be able to have that conversation with her and to open her eyes about all of the possibilities there are when using technology. I do have a very good rapport with her and she has relied on me with this decision-making process. I just want to be able to take that leadership role to the next level without having darts thrown at me by my staff members.

What I love about this program is the reflection on my practice. My learning has challenged my way of doing things. It has also caused a great deal of turmoil. When I leave class or finish reading something, I am energized and ready to change things within my room, but then I don't have my cadre there rooting me on to go for it! Maybe after things settle down I will be able to see a balance between what is good for kids and what I am, "supposed to do" from the district. My mind is constantly spinning and thinking about all of the things I want to change, but right now it just seems like I can't. Hopefully, in the fall I will be able to look back and remember all of the things that I want to change and change them when I am not under the added stress of the program.