Roberts.LM5040.

Final Page 1

Meghann T. Roberts
2078 S. Barton RD.
Barton, VT 05822
mtrthompsongroup@gmail.com

LM 5040 Integrating Technology in the School Final

August 3, 2018
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This course has transformed how I think about technology integration in the classroom. Prior to
this course, my idea of utilizing technology in the classroom was centered around the idea of
how to use a technological device, anything from laptop to camera, to produce an
outcome. Very similar to the concept of a calculator. Push the numbers five plus two equals
seven. Through reading articles, watching videos, online group discussions and creating
showcases, my concept of technology integration has continued to evolve and develop to mean
something much more authentic than utilizing a calculator.

The video assignment made me very nervous. It pushed me outside of my comfort zone. I do
not care to have my picture taken or especially video as I do not particularly care for the sound of
my own voice. To successfully complete the assignment, I needed to plan what I was going to
say utilizing only 60 seconds, record my video, transfer the video from my phone to my
computer and then upload the video to moodle. Sounds simple, right? I had problems at every
step along the way. Finally, after calling Help Desk and receiving assistance to get my video
uploaded to moodle, I had a completed project.

I actually watched my own video several times. With each viewing, my own voice became a bit
more palatable. I started to brainstorm other video ideas. The beauty of the video was the level
of engagement and ease of transferring information. The assignment began with me thinking of
my cell phone as the tool, similar to a calculator, needed to complete the assignment. By the
project completion, I began to think of my cell phone as a device to connect to others by an
exchange of ideas.

I was no longer simply thinking of the technology as a means to complete the task at hand, but
rather as an adjunctive modern art to share a piece of me, my thoughts, with others. I obtained
the desire and motivation to take a video of our new revitalized library space, once completed,
and post the video to the library webpage. The technology will allow me to communicate and
connect with parents and possibly other community members that might not otherwise visit the
space. What a great way to advocate for our program!

The makerspace assignment in week 3 furthered my understanding of what integrating

technology in the classroom could and should offer and provide. I am new to the makerspace
phenomena. I generally knew that it was an area that offered hands on learning opportunities but
I knew very little about what types of activities were recommended. The showcase assignment
for the week involved doing the research to determine the best tools or equipment to purchase for
a new makerspace, connect student learning opportunities to standards, prepare a budget and
create a mind map for presentation.

By working through the steps to complete the assignment, I was developing more knowledge and
skill about both the content material and the new technology I was utilizing to demonstrate my
ability to successfully navigate and clearly express thoughts via a coggle map. The course
professor was able to intricately integrate the technology and the education into the weekly
course work so that at the project completion, I was able to come away with a clear idea of how
makerspaces provide students with creative fun spaces to develop skills in at least five of the six
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(inquire, include, collaborate, explore and engage) American Association of School Librarians’
(AASL) standards, what tools are the latest and greatest for makerspace and how to create a
coogle map.

The successful blending of technology and project based learning added to the depth of my
learning experience, understanding a drive to learn more. When students engage in deeper
learning, they are able to achieve greater knowledge and skills, develop critical thinking and self-
directed learning (Lenz, B. & Kingston, S., 2016). By successfully merging the content with the
technology, I was able to learn more about both areas and nurture the desire to continue learning
more about makerspaces and coogle.

The week five assignment about chromebooks involved reading, group discussion, researching
and developing an electronic presentation. The discussion post was directly in regards to
technology integration. In my discussion post, I wrote how after reading the assigned research
article by Shrum and Levin, I was provided with some reassurance that I am perhaps on the right
path to support my own professional technology development as well as some thoughts on how I
may be able to share some technology integration ideas with my colleagues. Shrum & Levin (
2013) identified four key areas of professional activities; formal district activities, summer
professional development, informal professional development and individual teacher
development. Throughout, my discussion post, I was able to reflect upon my current personal
growth and development as a newly hired library media specialist and connect that reflection to
the assigned reading.

The other component of that weekly assignment that I feel particularly excited about was
exploring the digital tool box to complete the electronic presentation. In the past, I had
extensively used powerpoint slides. It only took me a few minutes of looking at the different
available tools, to realize that powerpoint slides are yesterday’s news. Yes, I’m sure they are
still used, but Canva and Smore have so much more to offer to both the creator and the viewer. I
viewed several beautiful presentations classmates had created with Canva. I started with Canva,
but the presentation and layout was not very easy or fluid for me so I switched to Smore.

I don’t think life will ever be the same after Smore. It’s easy. It’s beautiful. And one is able to
efficiently create electronic presentations utilizing the ability to link articles, pictures, videos and
more. I have discovered two tools that I plan to immediately start using professionally. Prior to
school starting, I plan to create a newsletter template using Smore and create posters and/or
signage for the library using Canva.

Just like the makerspace assignment from week three, the chromebook assignment from week
five blended the technology and the content in a project base assignment that allowed me to
continue my growth and development as a professional. All aspects of the assignment were so
intricately interwoven that I did not feel like I was learning one piece separate from another. I
was learning conjointly about chromebooks, professional development best practices and how to
construct a Canva electronic presentation. It was fluid and fun, as far as assignments go. It did
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not feel so much like an assignment, but rather like something I wanted to learn more about as
well as create the self-motivation and desire to learn more.

That feeling is successful technology integration in the classroom. Today’s 21st century learners
are incredibly intuitive when it comes to technology. My son, at age two, could fully operate the
satellite dish remote and access functions I had no clue about. My family has Levi to thank for
showing us how to access Youtube via the television. The crazy and scary thing about it is that
no one ever taught him how or demonstrated the remote functions to him. It just came naturally.

Levi is not an anomaly. There are young children just like him everywhere. It is our challenge
as their teachers, both as parents and in the classroom, to safely encourage and cultivate that
curiosity to develop successful students and life-long learners. A great teacher will always be a
great teacher, but if one can integrate technology so that today’s students can obtain deeper
learning without feeling like they are learning or completing an assignment than the student will
be able to reach more substantial understanding.

Technology is ever changing and that represents a real challenge to keep up to date. I have a few
plans to continue my technology professional development. I have followed three of the Future
Ready Facebook pages. First thing in the morning and last thing at night, I scroll through my
thread. It doesn’t take very long to see what topic others are discussing that day and come away
with a couple new thoughts or ideas. I have also started a Twitter account. I will honestly say I
haven’t accessed it more than a couple times yet, but I have created the account. Before school
starts, I plan to get it readily accessible on my phone, so just like Facebook, I can quickly log on
to Twitter. It just takes twenty minutes a day. Read a thread, tweet, article, research study or
discuss with colleagues. Just keep doing it. Don’t get complacent and stand still or one will be
left in technology’s preverbally dust.

During this course, I have picked up numerous tools I would add to my digital toolbox. I have
already listed two I plan to start using immediately, Smore and Canva. I also have utilized
Padlet and think middle school students would enjoy using it in collaboration with peers. I am
lacking the knowledge on how to create an actual digital toolbox. After looking at this course’s
digital toolbox, I’m thinking that it may have been created with a weebly or google site much
like how an ePortfolio would be created. In my personal learning journal, I have been creating a
list of electronic sites, and resources that I wanted to remember and have easily accessible.
Please access my current “go to” digital tool box list at
https://docs.google.com/document/d/1PA-
B5IOwhW03oQNUbyF3PFAoEaEBqNaPNEjUFIHtqaI/edit.
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References:

AASL. (2018). National school library standards for learners, school librarians, and school
libraries. Chicago: ALA Editions, an imprint of the American Library Association. Retrieved
from https://standards.aasl.org/wp-content/uploads/2017/11/AASL-Standards-Framework-for-
Learners-pamphlet.pdf

Lenz, L. & Kingston, S. (2016). Blending technology into project-based learning. Retrieved from
Partnership for 21st Learning http://www.p21.org/news-events/p21blog/1832-blending-
technology-into-project-based-learning.

Schrum, L., & Levin, B. B. (2013). Lessons learned from exemplary schools. Techtrends:
linking research and practice to improve learning, 57(1), 38-42. Retrieved from
http://web.a.ebscohost.com.libproxy.plymouth.edu/ehost/detail/detail?vid=0&sid=f587f090-
eefa-4ffc-a048-
19b895d90c7b%40sessionmgr4009&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=84694
783&db=aph.

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