6.2 - Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)
Artifact: Weebly Blog
Reflection:
During my time in the Instructional Technology program at Kennesaw State University, I was required to periodically reflect on what I had been learning on a personal blog. One course in particular required that we blog once per module. Since I also co-author the Lee County School System Instructional Technology Blog, I provided links to blogs I have written in addition to my program requirements. These blog posts concern a variety of topics of importance in our school system and include posts about Hour of Code, Lee County School System Technology Bootcamp, EdCamp Lee, and Digital Citizenship week, among others. Most of the blogs were written individually but were often composed with recommendations and suggestions from administrators and teacher leaders.
Standard 6.2, Reflection, asks that candidates demonstrate that they “regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences” (PSC 6.2/ISTE 6c). Throughout the program at KSU, I reflected regularly at the completion of each course, each blog including a discussion of the applications of each to my professional practice and dispositions. Blog topics were varied in nature but included discussions of data analysis, diversity, and internet safety and how those impacted myself and others while in practice in our classrooms. Authoring blog posts on the school system instructional technology website occurred on a regular basis (usually every other week). Subjects for the blog were reflections of current events in the school system or topics relevant to professional practice. To write the blogs, I used current applicable research and collaborated with school personnel.
Prior to being required to blog during this program, I did not see myself doing this on a regular basis. Once I began doing it, I realized how helpful and satisfying it is to reflect in this manner on a regular basis. Learning how to blog as part of my requirements allowed me to finesse the skill and now I am able to use it professionally. If I were to go back and redo this experience, I would actually blog more often than I have. Going back and rereading the posts is as valuable professionally as writing them in the first place.
The impact on student learning can be assessed by examining how I have applied what I have learned in authoring the blogs as part of the program. Students themselves have blogged as part of the class and I applied many of the topics in my classroom. Evidence of that could be found in observing my classroom or in student artifacts from these lessons. The impact on faculty development and school improvement can occur when teachers and other staff read the instructional technology blog and apply those principles in their professional practices. Classroom observations, analysis of lesson plans, interviews with teachers and students, and student artifacts of teachers who have applied these principles are evidence of the impact on faculty development and school improvement.
During my time in the Instructional Technology program at Kennesaw State University, I was required to periodically reflect on what I had been learning on a personal blog. One course in particular required that we blog once per module. Since I also co-author the Lee County School System Instructional Technology Blog, I provided links to blogs I have written in addition to my program requirements. These blog posts concern a variety of topics of importance in our school system and include posts about Hour of Code, Lee County School System Technology Bootcamp, EdCamp Lee, and Digital Citizenship week, among others. Most of the blogs were written individually but were often composed with recommendations and suggestions from administrators and teacher leaders.
Standard 6.2, Reflection, asks that candidates demonstrate that they “regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences” (PSC 6.2/ISTE 6c). Throughout the program at KSU, I reflected regularly at the completion of each course, each blog including a discussion of the applications of each to my professional practice and dispositions. Blog topics were varied in nature but included discussions of data analysis, diversity, and internet safety and how those impacted myself and others while in practice in our classrooms. Authoring blog posts on the school system instructional technology website occurred on a regular basis (usually every other week). Subjects for the blog were reflections of current events in the school system or topics relevant to professional practice. To write the blogs, I used current applicable research and collaborated with school personnel.
Prior to being required to blog during this program, I did not see myself doing this on a regular basis. Once I began doing it, I realized how helpful and satisfying it is to reflect in this manner on a regular basis. Learning how to blog as part of my requirements allowed me to finesse the skill and now I am able to use it professionally. If I were to go back and redo this experience, I would actually blog more often than I have. Going back and rereading the posts is as valuable professionally as writing them in the first place.
The impact on student learning can be assessed by examining how I have applied what I have learned in authoring the blogs as part of the program. Students themselves have blogged as part of the class and I applied many of the topics in my classroom. Evidence of that could be found in observing my classroom or in student artifacts from these lessons. The impact on faculty development and school improvement can occur when teachers and other staff read the instructional technology blog and apply those principles in their professional practices. Classroom observations, analysis of lesson plans, interviews with teachers and students, and student artifacts of teachers who have applied these principles are evidence of the impact on faculty development and school improvement.