I have joined the following professional learning networks:
CEDFA- Center for Educator Development in Fine Arts CEDFA The Kennedy Center, ArtsEdge ArtsEdge ISTE-International Society for Technology in Education. ISTE As a first-year dance teacher and previous self-contained elementary teacher, the fine arts education world is very new and different from teaching core subjects. Professional learning communities outside of my school and district are also new to me. I am glad I have these communities as a first-year dance teacher. I wish I would have known more about these communities when I began teaching a few years ago. My experience as a member of these communities thus far has been gaining an understanding of the mission and resources offered by each community. CEDFA offers resources including standards, curriculum, and TEKS for the fine arts subjects of Dance, Art, Music, and Theatre. ArtsEdge offers news, media, lessons, how-to's and more. ArtsEdge uses digital media to provide support in the classroom for teachers, students, and parents. ISTE is also a very interesting site focused on innovations in technology in the classroom. I am excited to delve deeper into these websites and communities. Because I am fairly new to PLNs and new to my current position, my contributions to these communities have been limited. I have contributed my interest and willingness to learn and build within these communities. I am consuming resources such as lesson plans, TEKS, how-to's, and a collaborative attitude. I plan to engross myself in these PLNs so that I can share and contribute my experiences with others. PLNs are critical to advancement because it allows individuals with similar professional interests and goals to interact and learn from one another. They also encourage professionals to come together and create with one another. My current status of collaboration and engagement in my field is eager. I am eager to learn from and engage with other professionals in my field and I am eager to teach and make a positive difference in the education of my students.
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My quest for knowledge is centered around this statement: Learning is changing information into knowledge. Information and knowledge are not the same. Having knowledge is the application of information. I am passionate about learning because it is a crucial determining factor of how our world will evolve. As I reflected on the word ‘Learning’ and what it means to me, a variety of different words came to mind, some words complementary of each other and others contradictory. I believe that is the beauty of learning, that there are no rules. Emerging Issues in Digital Learning In regards to state and national contexts, I believe the issues we face with digital learning are based on lack of funding and fixed mindsets. As an educator in a public school system in the state of Texas, I have observed how budgeting can play a major role in resources available to students and teachers. Grants are available and outside sources are willing to donate, however the motivation to learn new systems, new programs and new technology is lacking. This brings me to fixed mindset. Teachers sometimes adopt the attitude that “if it’s not broke, don’t fix it.” However the problem is-- something is broken. When scores are low for 5 consecutive years (specifically at the Title I school that I work at) something is wrong. Digital learning could be the answer, however according to an article in the New York Times from 2011, technology in schools has not necessarily shown a positive impact on test scores. According to Bryan Goodwin, spokesman for Mid-continent Research for Education and Learning, a nonpartisan group, “Good teachers, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.” Teachers must be trained effectively to promote and implement digital learning in their classroom. The Huffington Post followed up with a response to the New York Times article by suggesting that teachers are usually given various technology tools and minimal training on how to use their features. The article concludes that schools and classrooms are continuing to do what they have always done, but with sporadic and minor uses of the technological devices. There are educators who are not well versed in using the technological tools provided to them. They also have limited access to those tools and limited access to dependable IT support. Even though these challenges occur, it is still expected that changes in learning outcomes happen anyway. This is expected despite the environmental factors and despite the fact that those outcomes may not be what the schools were striving for initially. For some odd reason if we don’t see specific outcomes, we assume that it’s the fault of the technologies themselves rather than human and system factors. As a result, the claim is that traditional analog learning environments are just fine in a digital, global world. (McLeod, 2011). Based on my experience, I can say that this statement resonates with issues in my particular district. There are a handful of amazing teachers who take technology to the next level and enforce it in their classrooms with fidelity, however many just do not take on the challenge to try something new. This could be due to lack of training, lack of interest, and lack of engagement. Rights and Wrongs of Education There are many facets to education today and there are many factors that are dependent on the pros and cons of education including but not limited to: Passionate Educators- To me, these are the teachers you never forget, the teachers that inspired you and the teachers that changed your perspective in one-way or another. Qualified Educators- It’s important that our schools have teachers that are competent in the area that they teach. It is a disservice to our students when the teacher is having just as much of a hard time teaching the material as students are grasping it. Available resources, including technology- When resources are plentiful it can enhance the learning atmosphere and even learning outcomes, however… Proper use of available resources- is just as, if not more important than the resources themselves. Teachers must use available resources with fidelity. Meaningful and Purposeful Training- is of utmost importance. Would you run a marathon with out knowing the basics of pacing, breathing, and hydration? I hope not. Yet, many teachers and administrators insist on implementing programs in their classroom in the same way where knowledge is wanting. Innovation- New approaches and theories on education keep learning fresh, exciting, and challenging. Standardized Tests- Innovations, new approaches, and theories on learning and education are continuously emerging yet the standardized test remains to be standardized, a debatable con to the system of education. Access to quality education dependent on demographics and zoning of schools- based on economic backgrounds and where a student lives, some students are afforded a more quality education that others. Politics- Politics at the federal, state, and local levels plays a huge role in education. It can serve to be a pro or con depending on your beliefs and stance on education. How can we fix it? How can we fix education? I believe one of the major ways to improve education is through adopting and implementing a growth mindset. Learning is essentially about growth. It only makes sense to combat or remedy issues of stagnation in the educational realm with what is fundamental to learning in the first place; growth, development, progress. My Core Beliefs about Digital LearningI believe digital learning is impactful. It serves a purpose to make a difference in ways that may be viewed as non-traditional. Learning has an impact on us when we are taken out of our comfort zone of what is normal to us. I believe digital learning is resourceful. Digital learning can connect us to many resources via the Internet. I believe digital learning is innovative. As new programs are developed and new devices are manufactured, digital learning allows us to view concepts in different ways as well as come up with new concepts. References Richtel, M. (2011). In classroom of future, stagnant scores. The New York Times. Retrieved from http://www.nytimes.com/2011/09/04/technology/technology-in-schools- faces-questions-on-value.html?_r=1&src=me&ref=general McLeod, S. (2011). Schools, technology, test scores, and the New York Times. The Huffington Post. Retrieved from https://www.huffingtonpost.com/scott mcleod/schools-technology-test-s_b_952886.html |
Aundrea
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September 2018
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