This week’s lecture nicely demonstrated how technology can complement a lesson. We were introduced to three learning models, namely the SAMR Model for Technology integration, which asks how technology can expand the possibilities regarding learning opportunities; the TPACK Model, a heuristic which shows the how content, pedagogical knowledge and technology can be integrated to make learning more engaging, and Constructive Alignment, which expands on this by incorporating the ‘Big Ideas’ of curriculum with Curricular Competencies (skills) and assessment and how we can find opportunities for technological integration in our syllabi. Lastly, we participated in an EdCamp activity, which I had never experienced and, I found it to be a useful exercise as it is democratic, with topics and content being decided upon by the learners themselves.

The theme of this unit ties in nicely with my group EdTech inquiry project regarding cellphone use and policy in the classroom. At the start of this course, I was adamantly opposed to cell phones in the class.  I still advocate a policy of use that centers around teachers justifying the technology and making the determination whether they would enhance learning for a given activity and that a teacher should have a number of pre-planned alternatives so students are not continuously tied in with technology in the room.

I now definitely see how technology, especially in terms of creating visually stimulating materials through graphic curation and organization can increase student engagement. During my Wednesday field trips to a local high school, I have begun to note in parts of a teacher’s lesson where technology would have immediately helped; for example, breaking up the amount stolid text displayed on a whiteboard or PPT, or how an interactive map could replace a 2-D textbook map. Also, it should be encouraged for the creation of multimedia for assessment purposes.  Students are noticeably comfortable and accepting of having choice with regards to demonstrating learning and technology will facilitate this. As such, I have begun asking teachers what their end of unit assessment will look like and whether technology can be implemented to make it more appealing to students.