The classes that I took this semester were ITEC 7400 (21st Century Teaching and Learning) and ITEC 7445 (Multimedia and Web Design in Education). Both were very enjoyable and helped me to learn a lot about technology integration in the classroom, as well as about my own strengths and weaknesses with leading technology integration.
In ITEC 7400, we were asked to created an Engaged Learning project. The feedback provided by my peers helped me tremendously. Often times, as teachers, we are “trapped” in our classroom and lack the necessary time and resources with which to brainstorm and dialogue. I find it difficult to brainstorm without talking to my peers, without bouncing ideas off of someone else, without receiving unbiased by knowledgeable feedback (knowledgeable in content and technology usage). This course provided many opportunities for that, and while not all of my “classroom” peers are knowledgeable in my content, they are certainly wise in the ways of instruction and technology integration.
In ITEC 7445, our cumulative project was a multimedia project for students. In my project, students completed a webquest to research an event that happened in 1957, the death penalty, or the history of jury trials after reading the play 12 Angry Men, and studying the modes of rhetoric, as well as the basic journalistic pyramid. They then worked with a group to create an online newspaper containing 2 factual articles and 2 editorials, plus other elements of a newspaper, as chosen by the group. During the creation and implementation of this project, I learned a lot about how to find
good projects and improve them and/or update them using technology. I also learned that the necessity of project set-up is not limited to the technological aspects, even when the project is extremely technology-heavy.
I enjoyed both of these projects and learned a lot about what is needed as a classroom teacher to effectively integrate technology in a real class, as compared to hypothetical technology integration in an ideal situation.