Final Synthesis

Flight Path Precis

Within my Flight Path, I discuss a dissatisfaction with the professional learning in my

educational setting. I felt that personal explorations with educational technology do not
connect to my professional learning experiences. I expressed a desire to develop my ability to
integrate new technologies into the classroom and better understand the value they offer
learning experiences. My main goals was to ensure that learning within ETEC 565 was as
relevant to my teaching context as possible. I was interested in Learning Management Systems
(LMS) but did express some hesitation regarding how to use the technology in face-to-face
environments with younger students. Becoming more familiar with Microsoft 365 learning
applications was also a goal. I wanted to explore Microsoft Classroom and compare it to other
LMSs like Moodle.

Introduction

Within the first week of starting ETEC 565, I was literally one conversation and a click of the
mouse away from dropping the course. My wife was expecting sometime in late July and I was
concerned that taking two MET courses would be overly stressful. I also perceived the course to
be primarily about online instruction, as opposed to technology integration in classrooms. I
thought it might not be relevant to my learning goals. Looking back, my concerns were
unfounded and I am very happy that I chose to continue with the course. ETEC 565 has been
one of most engaging MET courses I have taken. I found the overall experience meaningful and
have learned many things that I am excited to take into the classroom. The design of the
assignments provided the creative freedom to explore pedagogy and technology relevant to my
educational context.

Assignments

Overall, the assignments were meaningful and supported development of my understanding of

educational technology.

Rubric Development

I found the rubric development assignment the most difficult of the course. I knew very little
about LMSs and leaned on other groups members to make sense of the assignment. The
knowledge that I constructed did help me better understand Moodle when I first started
designing the online course. I was aware of the general capabilities of Moodle and what
purposes they served. Through the creation of the rubric, I was able to extend and apply my
understanding of the Bates SECTIONS model. I gained an understanding regarding the
functional capabilities of LMSs but also of concepts reflected by the Coates (2005) quote,
decisions about university teaching and learning should not be restricted to checklist
evaluations of technical and organizational factors (p. 33). The focus on a more complete
understanding, including the nuances of stakeholders experiences, was relevant for me. I do
wonder if providing students with more choice to select a relevant scenario might be beneficial.
Within the assignment, my group was considering the needs of a large educational institution
that provided support for post-secondary institutions. As an elementary school teacher, I was
unfamiliar with both LMSs and the specific needs of post-secondary institutions. However,
creating a rubric to evaluate LMSs in relation to facilitating blended experiences for example,
would have prepared myself to make an informed selection for the assignments going forward.

Course Creation

Being able to apply understanding constructed through the topics covered in the course to a
relevant and engaging project made assignment 3 and 4 authentic and meaningful. I enjoyed
the backwards design and exploring engaging ways to create learning experiences through
Moodle. By explicitly designing and communicating the overall course framework, including
specific details, I also learned a lot about learning design in general. Through my exploration, I
discovered or extended my knowledge of several new technology applications and concepts
listed below

Learning Management Systems I now feel confident designing using an LMS. Creating
graphics, discussion groups, and assessments are skills that will generalize to other platforms.
For example, my engagement with Moodle will help me understand and better utilize Microsoft
365, including Classroom Notebook, in the coming school year.

Collaborative Online Tools I was able to increase my understanding of integration techniques

for a variety of Microsoft 365 tools. I used tools for introductory, feedback and collaborative
purposes. Going forward these widely applicable tools will help benefit learning experiences
throughout the curriculum.

3D Modelling - While leveraging students knowledge of Minecraft, students can create 3D

models with few limitations. Using 3D Slash, I will be able to incorporate modelling into a range
of projects going forward.

Stop-motion/Greenscreen Movie Making and screen-capturing Using applications like Stikbot

Studio, Snagit and Camtasia, I developed my understanding and ability to integrate these
technologies into the classroom.

Digital photo editing - Using Pixler Express, I learned how students can easily alter images and
represent knowledge in science.
The inclusion of a digital story presented a big challenge. I wanted to go beyond a relatively
simple storytelling application and engage in a complex project, similar to which I ask my
students to accomplish. Throughout the process, I made a point to be aware of the underlying
cognitive abilities that were required. Language, planning, fine motor, spatial, creative, etc.
abilities were all necessary to create the movie. This increased my confidence in the project-
based practices I use with my own students. Digital storytelling will be something I will continue
to engage with in class.

My course development was significantly influenced by learning from ETEC 533, Technology in
Math and Science Classrooms. I purposefully selected a science topic so I would have an
meaningful project in which to apply learning from the course. The content of each course
complimented each other very well and each helped inform the other.

Big Ideas

There were several ideas and experiences that altered and progressed my understanding with
regards to learning and technology.

Assessing myself in relation to the ITSE standards was a meaningful activity. A guiding
framework in which to critically reflect on my own practice allowed me to develop a better
understanding of my own abilities. If I were to engage with this activity again, I would have
progressed my abilities in many areas. The leader standard is described as seeking out
opportunities for leadership to support student empowerment and success and to improve
teaching and learning (ITSE, 2015). The idea of seeking out opportunities to help facilitate
growth and improve teaching is one that I have a renewed interest in. The course has increased
my confidence in my ability to accomplish this goal and progress into new areas. In September,
it is my goal to create both a physical and digital learning space to reignite the exploration of
technology and technology-enhanced learning experiences (TELEs) at my school. I intend to
connect students and teachers with a range of current technologies that can be used to
meaningfully enhance instruction. The space is intended to explore how to create technology-
enhanced designs but also to familiarize both students and teachers with a range of supporting
technologies. Learning from ETEC 565 will help inform the overall pedagogical design of the
initiative and the specific design of the online space.

The First Peoples principle that learning is holistic, reflexive, reflective, experiential, and
relational stood out for me as closely connected to my own perspective (FNESC, 2015). How
we use technology determines whether these elements are restricted or enhanced within the
learning environments we create. Through the course, I was able to reflect and progress my
own beliefs about technology and learning, and how to apply them in my own educational
setting.
Bates SECTIONS model was another concept that significantly impacted my understanding that
I will continue to use going forward. Being able to assess technology within a critical framework
is an essential ability. Bates writes, No matter how powerful in educational terms a particular
medium or technology may be, if students cannot access it in a convenient and affordable
manner they cannot learn from it (8.2.2). The concept of Ease of Use was one that stood out
for me. As Bates (2015) points out students are not guinea pigs, and reliable and sustainable
service is more important to them than the glitz and glamour of untried technology (8.3.4).
This is an important point. Continually integrating new technologies without a clear pedagogical
purpose or even the technical understanding required to ensure a seamless experience will only
detract from learning goal. Technologies that require a small investment, but offer significant
leverage in terms of influencing learning, are becoming increasingly common and should be
sought after by educators.

Social media is one major technology that I have yet to effectively integrate into my practice.
The discussions and reading about social media continued to serve as motivation to accomplish
this goal. My understanding and perception of social media tools changed throughout the
course. As Bates (2015) demonstrates, social media includes a wide range of technologies that
empower the end user to access, create, disseminate, and share information easily in a user-
friendly, open environment (7.6). I have been very engaged in the creation aspects with my
students but have not enabled the critical reflection and wider collaborative opportunities that
social media can facilitate. Reading about hesitation surrounding social media, that even some
ardent technology supporters have, within the discussion board did make me reflect on the way
I will go about integrating these technologies. However, I do believe that access to mediated
spaces for expression and reflection would add to the creative process and provide valuable
constructive feedback for learners.

Going Forward

My immediate goal after ETEC 565 is finishing the MET program, as I am entering my final
course this September. This will provide an opportunity to reflect on my beliefs and practice
and prepare for continuing as a lifelong learner with regards to educational technology.

Several experiences facilitated by ETEC 565 will directly influence my practice related to
educational technology going forward. I plan to finish the remaining incomplete modules in my
Moodle course and implement it with students in the upcoming school year. I will attempt to
migrate the content over to Microsoft Classroom using OneNote. I will evaluate which platform
best facilitates blended collaborative experiences.

During the next school next year, as mentioned above, I will have the opportunity to create a
STEM Lab in my elementary school. I will incorporate several technology tools such as coding
and robotics, digital storytelling, game-based learning, 3D modelling, virtual reality, etc. Some
of which I discovered through interaction in the discussion boards and the assignments. I will
also explore designing TELEs through the project, similar to the course we developed. I am
almost at the end of my MET experience and am hoping this project will keep me continually
exploring technology integration and allow a larger group of students to benefit from my
experiences.

Conclusion

Overall, ETEC 565 has been a valuable learning experience. The assignments provided a flexible
and meaningful context to explore ideas and technologies. In my flight plan I wrote through
the course, I want to continue reflecting and refining my own beliefs about technology and
learning, and apply them in my own educational setting. I am confident that my experiences in
this course have progressed my abilities and that I will apply my new understating with
students in the classroom.

References

Bates, T. (2014). Teaching in digital age. Retrieved June 8, 2017 from

http://opentextbc.ca/teachinginadigitalage/ (Chapter 8 on SECTIONS framework

Coates, H., James, R. & Baldwin, G. (2005) A critical examination of the effects of learning
management systems on university teaching and learning. Tertiary Education
Management. 11: 19. doi:10.1007/s11233-004-3567-9.

FNESC (2015) The First Peoples Principles of Learning. Retrieved from:

http://www.bced.gov.bc.ca/abed/principles_of_learning.pdf

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