Reflection: Final Blog Post Self-Directed Learning and Creative Problem-Solving

The overriding theme in this course, in my opinion, has been that effective integration of technology into one’s content area is dependent upon the inclusion of self-directed learning and creative problem-solving on the part of both teacher and students. If, as teachers we are to seamlessly integrate technology and literacy across the curriculum, then we must continue to “engage in professional growth and leadership,” a form of self-directed learning, in order to stay abreast of what is evolving in the technology realm as well as be a part of a support network of professionals sharing ideas and successes in order to “design and develop digital-age learning experiences and assessments” efficiently and productively (NETS-T #5 & 2). We cannot undertake the creative-problem solving necessary to facilitate meaningful exploration of content alongside “technology integration and concepts” (NETS-S, #6) nearly as thoroughly and efficiently without “modeling digital-age work and learning” by collaborating with peers, students and parents (NETS-T #3). So, teachers must first model and practice self-directed learning, which requires creative problem-solving, in order to provide similar experiences for students. And, making use of the ISTE’s Technology Standards is a natural, logical way to ensure both of these practices.

On the part of students, an efficient and powerful way of facilitating self-directed learning and creative problem-solving while learning and practicing content, subject area skills and technology competencies, is to solve problems. Given tasks that require them to research the solution to a well-crafted problem or support a well-written thesis using online collaboration to assess and revise, and digital media to present outcomes, requires students to synthesize and apply content in a self-directed, sophisticated manner. Both the fact that they are in control of constructing meaning for themselves, and applying technology to do so, makes the learning authentic and highly engaging. In addition, the “open-minded, expressive, inventive, confident, flexible, passionate persistence” indicative of creative thinking are intellectually and emotionally rewarding for students (Promoting Creative Thinking with Technology, Laureate, 2009).
The problem or inquiry based nature of such lessons or units provide an easy window to include “creativity and innovation, research and information fluency, and critical-thinking, problem-solving and decision-making” (NETS-S # 1,3,&4). Moreover, online collaboration facilitates the communication, digital citizenship and technology operations and concepts standards (NETS-S, #2,5, & 6). And, finally, using digital media to present outcomes brings together all of the National Educational Technology Standards for Students.

The key to both of my professional GAME plan goals is online collaboration and communication. My goals are the following:

Goal #1:

1c Facilitate and inspire student learning and creativity by promoting student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes (ISTE NETS-T, 2008).

Goal #2:

5a Engage in professional growth and leadership by participating in local and global learning communities to explore creative applications of technology and improve student learning (ISTE NETS-T, 2008).


What I have learned through this course is that collaboration is critical for both me and my students. The class wiki we used to develop and revise our Unit Plan gave me the examples, support and feedback necessary to make my unit far stronger and helped me narrow down an incredible number of resources until I found and applied Google Groups for my students’ online collaboration and Windows Media Player and Photo Story 3 for their digital story format. In addition, I have developed a habit of blogging, and following professional blogs through Google Reader, that has been instrumental in getting me on track with setting up several online communication formats for my students.

Immeidate adjustments I have made to my instructional practice is to frame learning goals as questions and inquiries more often, whether on larger projects or small-scale content lessons, and to incorporate digital communication, reflection and synthesis or “mind tools” into both instruction and student learning activities. As a result, my students are in the process of joining Google Group pages for reflective discussions and feedback on class assignments. I have also set up wikis for students to collaborate within groups and between classes in order to facilitate a project we will be starting in a few weeks. I have bookmarked, used and intend to share online examples of digital storytelling as I model and teach my students how to use the medium. I intend to develop class Delicious accounts for sharing resources and teach students to use the site to manage sources they use both for free domain use and citation. All of these have been possible through online collaboration and communication.

This past week cuts in education made headlines in my local paper. “In another sign of the recession and tighter school budgets, the number of teacher openings in Connecticut shrank dramatically this year as school boards try to get by with fewer teachers, a trend that has lead to larger class sizes and fewer course offerings” (Merritt, 2010, B1). It is not a novel idea that in tough economic times one must work harder or “smarter” to make do with less. In my opinion, masterful planning and efficient use of available resources are critical today and always in education. Through collaboration, we can manage abundance on web-based resources efficiently, and so can our students. And, perhaps most importantly, doing so will help them master the creativity and self-directed learning skills they will need to become successful, productive 21st-century citizens.



References:

International Society for Technology in Education (2008). National Education Standards for Teachers (NETS-T). Retrieved on 02/08/10, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.


International Society for Technology in Education (2007). National Education Standards for Students (NETS-S). Retrieved on 4/9/10, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

Laureate Education, Inc. (Producer). (2009). Programs 1 and 2: Promoting Self-Directed Learning with Technology, Promoting Creative Thinking with Technology (Motion picture). Integrating technology across the content areas. Baltimore: Author.

Merritt, G. E. (2010, April 7). Teacher job shortage, number of openings shrinks sharply statewide amid bad economy. The Hartfor Courant, pp. B1, B8.