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: Blog
Reflection:
When creating my instructional portfolio, I created an element that hosted a blog. This blog served as a place where I could reflect on various educational technology topics and experiences during the course of the Instructional Technology program at Kennesaw State University. A variety of courses required me to utilize the blog to respond to prompts of discussion questions, requiring me to communicate and collaborate with fellow classmates. Due to the fact that blog postings are permanent unless deleted by the user, I have enjoyed going back and reflecting on my thoughts and experiences over the course of the past several years.
While creating and publishing blog posts, I evaluated and deeply thought about my instructional practices. I often would relate my thoughts to my professional experiences and critically analyze my practices as a technology facilitator as well as a teacher. Over the course of the past several years, my experience with my journey towards obtaining my Master’s Degree has required me to evaluate and reflect on my professional practice and dispositions. I have coached individuals, facilitated technology-enriched lessons, and created a variety of products utilizing technology. I have put the power in the hands of my students. These extensive reflections have allowed me to improve and strengthen my ability to effectively model and facilitate technology-enhanced learning experiences.
One of the biggest highlights about the blogging experience has been reflecting upon my thoughts and dispositions as a technology facilitator and educator. I have learned so much about myself though this experience and believe that I am a more intuitive person and professional because of it. I feel that I am more analytical about my evaluation of my perspectives on various educational technology topics. I learned how to reflect on my dispositions as an educator, and have found a way to draw back on experiences and learn from them in a deeper manner. If I were to complete this artifact again, I would add postings that were not required of me in courses. This would allow me to add personal reflections and engage in analysis of topics that relate to myself as a professional. I hope to become more regular with my blogging and keep up with my professional blog in a consistent manner.
The instructional technology blog impacts faculty development because it allowed me to grow as a technology facilitator and leader within my school. This experience has improved and strengthened my ability to effectively model and facilitate technology-enhanced learning experiences. The blog allowed me to reflect on my teaching and student learning, as well as that of other classrooms at my school. I was also able to analyze the state of education in the 21st Century in general. It prompted me to seek improved practices and encourage others to do the same. The impact of my blogging could be assessed by informal and formal observations in the classroom.
When creating my instructional portfolio, I created an element that hosted a blog. This blog served as a place where I could reflect on various educational technology topics and experiences during the course of the Instructional Technology program at Kennesaw State University. A variety of courses required me to utilize the blog to respond to prompts of discussion questions, requiring me to communicate and collaborate with fellow classmates. Due to the fact that blog postings are permanent unless deleted by the user, I have enjoyed going back and reflecting on my thoughts and experiences over the course of the past several years.
While creating and publishing blog posts, I evaluated and deeply thought about my instructional practices. I often would relate my thoughts to my professional experiences and critically analyze my practices as a technology facilitator as well as a teacher. Over the course of the past several years, my experience with my journey towards obtaining my Master’s Degree has required me to evaluate and reflect on my professional practice and dispositions. I have coached individuals, facilitated technology-enriched lessons, and created a variety of products utilizing technology. I have put the power in the hands of my students. These extensive reflections have allowed me to improve and strengthen my ability to effectively model and facilitate technology-enhanced learning experiences.
One of the biggest highlights about the blogging experience has been reflecting upon my thoughts and dispositions as a technology facilitator and educator. I have learned so much about myself though this experience and believe that I am a more intuitive person and professional because of it. I feel that I am more analytical about my evaluation of my perspectives on various educational technology topics. I learned how to reflect on my dispositions as an educator, and have found a way to draw back on experiences and learn from them in a deeper manner. If I were to complete this artifact again, I would add postings that were not required of me in courses. This would allow me to add personal reflections and engage in analysis of topics that relate to myself as a professional. I hope to become more regular with my blogging and keep up with my professional blog in a consistent manner.
The instructional technology blog impacts faculty development because it allowed me to grow as a technology facilitator and leader within my school. This experience has improved and strengthened my ability to effectively model and facilitate technology-enhanced learning experiences. The blog allowed me to reflect on my teaching and student learning, as well as that of other classrooms at my school. I was also able to analyze the state of education in the 21st Century in general. It prompted me to seek improved practices and encourage others to do the same. The impact of my blogging could be assessed by informal and formal observations in the classroom.