Personal Growth Plan

PGP Part 1:

Using technology to make a difference

        Increasing your skills in using technology

PGP Part 2:

        Getting Things Done

PGP Part 3:

        Internet Security and Digital Citizenship

PGP Part 4:

        Self Learning Assessment 

PGP Part 5:

My Learning Style

PGP Part 6:

Personal Technology Plan

PGP Part 7:

Activity for NET-S Standard

PGP Part 8:

Final Assessment

PGP Part 1

• Using technology to make a difference in education

It is important for teachers to understand how Virtual Worlds (VWs) can help to improve instructional and professional productivity. VWs are an underutilized tool in educational technology (did you mean in education or educational technology?), and by developing my own understanding of VWs, I will be able to coach teachers on ways to improve their own productivity skills. Key components of VWs like multi-tenancy and cloud-based applications, which help develop student knowledge. VWs have shown to benefit project-based learning with the growth of technology applications, like Evernote and Comic Life (Mcmichael, 2013) You do not need to quote me in the future Instead you can just focus on the specific videos or readings from the lecture.. Flexibility also supports productivity and, through cloud computing, VW’s provide collaborative opportunities anywhere there is a computer with an Internet connection, and most are readily customizable. According to Vygotsky, as quoted by Baird, it is “believed that higher mental functions [are] developed through social interactions, especially interactions with more knowledgeable others” (Mcmichael, 2013). My goal is to explore the intersections between VWs and brick and mortar classrooms to understand how to encourage computational, technological manipulation, problem solving, critical and logical thinking skills.

• Increasing your skill in using technology

As I develop through this course as an educational technology professional, I will engage my own growth goal to evolve my knowledge base, productivity, and creativity through active participation with educational technology tools and techniques. Web 2.0 allow applications like Buzzword and OpenGoo along with productivity tools like OpenOffice and Jing, that enhance my skill development  and creativity. Web 2.0 enables content management systems to works with open source web based applications like Webspiration and Weebly allow collaboration virtually through tools like Zoho and Delicious. They also provide social opportunities through blogs, Voicethread, and Wikis. My skills will also evolve by learning cloud computing and how it improves knowledge of virtualization, utility computing, and software as a service, together with constructivism and cooperative learning. Overall, I agree that, “The Internet has become increasingly more accessible, collaborative, social, adaptable and faster (Mcmichael, 2013).” It empowers users, like me, to gather and manipulate information for display, or export, by way of free web-based media like Instagram and blogs (The Horizon Report, 2009). Web 2.0 is a natural evolution of the machine which is still growing (Wesch, 2007). It is important for me to stay focused and understand all the facets of this fast growing technology, which is so relevant to my growth as a professional educator in educational technology.

Work Cited

Mcmichael, C. (2013, January 14). Introduction to Online Collaboration

Retrieved Jan. 17, 2013 from https://angel.msu.edu  [website]

Mcmichael, C. (2013, January 14). Learning is a Social Activity

Retrieved Jan. 17, 2013 https://angel.msu.edu/  [website]

Mcmichael, C. (2013, January 14). Lecture

Retrieved Jan. 17, 2013 https://angel.msu.edu/  [website]

The Horizon Report. (January 18, 2009 ). Retrieved Jan. 17, 2013

from http://wp.nmc.org/horizon2009/chapters/cloud-computing/  [website]

Wesch, Michael (Producer & Director). (2007) The Machine is Us/ing Us.

United States. Kansas State University. Available from:

http://www.youtube.com/watch?v=NLlGopyXT_g&feature=player_embedded

Kareem, I think that you understanding of how to negotiate virtual world environments in education. You bring up great points how the various tools can increase both instructional and professional productivity in the classrooms. My question is with the term Virtual Worlds, where does that leave us if we are meeting with our students face-to-face either full time or partially. Can we still fully utilize these Virtual World tools in this sort of environment. A better term to consider may be digital learning tools rather than Virtual World, this term may be more inclusive to both the online and face-to-face worlds of the future. I think that as you navigate through the course and the program you will find many tools and applications to help you construct productive and interactive digital learning environments. Grade: 5/5 100%

PGP Part 2

Getting Things Done

        At the beginning of this assignment I took the Getting Things Done (GTD) IQ test. I have always seen myself as a thinker and I’ve never had the best organizational skills, therefore I was expecting the quiz to tell me what I already knew. This test was more than I expected, the IQ test was very accurate. On a positive point, it said “[I’m] a Visionary—[that] I have no shortage of ideas and inspiration. [I’m] probably pretty good at setting goals, being creative, and focused on "the most important thing’” (David Allen Company). On the development side it went on to say that ‘[I’m] a Crazy Maker. The challenge is that [my] ideas, projects, and commitments may be outstripping [my] ability to keep up with them” (David Allen Company). After completing this GTD IQ test, I knew I had to incorporate this program into my daily life.

        My final goal is to organize each step using an open source web application, but I actually started this list on paper. It took some time to understand the process and complete the collect sections. After finishing the first three phases on paper, I switched to my, Pages, word processing document, so I could break things down further. The completion of phases 4 and 5 were not easy, so I decided to change my method of organization.  I took some time and recreated this project using the site, Remember the Milk. It is an cross-platform open source web application that provides task- and time-management organization, and it works both online and offline. I

        As Glen Stansberry mentioned, on the Live Dev Blog, “The workflow is a very powerful thing. It’s not a hard concept to grasp, yet it’s the hardest one to put into practice” (Stansberry, G). While providing more detail in phases 3 and 4, I started running into some confusion because they seemed to be doing the same thing. In the blog, Rumblings from the Man Cave, they gave a helpful hint. They advised not to list every detail of what needs to be done, because it’s just too problematic and I would feel like I’m punishing myself for been organized (Fiorini, Walsh, 2013). Even with the confusion I encountered this process was very informative, and it helped me realized my level of disorganization and my ability to prioritize improved.

        I found this process helpful to me because it gave me the opportunity to arrange and prioritize what needed to be accomplished. I realized my disorganization level as I completed this project, fortunately organization was not the only factor in which this project helped me. It also gave me an idea of the items that need my attention. David Allen talks about common sense, he mentions the dynamics of how we manage ourselves and the levels at which we operate. He goes on to say that this process allows us to “open it up to another layer of the onion” (David Allen, 2012). I will most likely keep using this GTD system and Remember the Milk. In the future I will purchase a program that allows for more in depth breakdown, evaluation, and prioritization of tasks.

        Getting Things Done offered me an easy way of complimenting my strong perspective with improved control and it has helped me developed a clear understanding of this concept. I was able to learned about the workflow process and establish a solid program for me, and I can use this systematic, but flexible approach to capture and consider all the commitments I want to make. I look forward to experiencing how the GTD system is working in 2 weeks, 4 weeks, and 2 month from now and on.

Work Cited

David Allen Company. (2012, January 01). Test Your GTD-Q.

        Retrieved Jan. 23, 2013 from [http://www.gtdiq.com/index.php] 

David Allen Company. (2012, January 01). Test Your GTD-Q.

        Retrieved Jan. 23, 2013 from [http://www.gtdiq.com/index.php]

Stansberry, G. (2007, February 03). GTD Cheatsheet: The Workflow.

        Retrieved Jan. 23, 2013 from [http://lifedev.net/2007/02/gtd-cheatsheet-the-workflow/]

Fiorini, Walsh. (2007, January 14). Rumblings From the Man Cave.

        Retrieved Jan. 23, 2013 from [http://mancavepodcast.posterous.com/episode-2-mind-like-water-how-to-get-things-d]

Instructor feedback:

As I shared with you during the Hangout, I scored very similar to you when I took the test. That is why I found this way to get organized so critical and important to managing my daily workflow. I like how you documented the process of how you changed setting up your organization process, paper and pencil, pages to remember the milk. You demonstrate how you had to find a piece of technology that would work for you. I think it is also good to document, how you utilized the various readings to help build you up and organize your organization process when you were feeling down or confused. 5/5 100%

PGP Part 3

Internet Security and Digital Citizenship

When talking about internet security and digital citizenship it was difficult to just choose one tutorial to talk about, I found myself consistently focusing on two different tutorials. In my opinion, “Using Firewalls” focused on internet security and “File Backup Options” focused on digital citizenship.

        Allow me to elaborate about “Using Firewalls”. This tutorial focused on the ways in which firewalls can help with internet security. Firewalls provide protection against attackers by shielding your systems from unwanted internet traffic. Firewalls can be configured to stop the inflow of malicious data while allowing proper data through. Firewalls are mostly misunderstood, and some of the aspects that cause confusion include the difference between software firewalls and hardware firewalls. Most individual react to the term firewall as if there were only one type, when in actuality there are two distinct kinds of firewalls. Internet connections typically found with high speed or broadband, and wireless will require a hardware firewall and a software firewall. A hardware firewall can be found on a router or modem, which has a firewall built right into them, and a software firewall, must be installed. One thing of importance that I learned and would like to share is that installing both firewalls in conjunction is recommended for maximum protection and efficiency.

        Regarding digital citizenship, I believe that taking care of information important to you and possibly to others is part of been a good digital citizen. Surprisingly, most professional colleagues I’ve talk to do not have and are not backing up their files. “Backing up your files is essential, if you do anything at all important in your computer you need to have a data backup plan”(Repp M. Atomic Learning Inc.).  There are tutorials for different systems used in backing up and most of them are fairly straightforward and required basic computer knowledge. There is a very simple way of backing up a windows computer, the Windows Backup or Restore Wizard built into windows. Also, there are many different tools that can be used to backup your computer like, Karen’s Replicator, Dropbox, Skydrive, and SugarSync which are free. If you would like to spend some money you can choose Justcloud.com, Mozy, or Carbonite. There are different types of backups, the full backup is an entire system backup and it requires image software. Basically, with image software, a picture of everything in your computer is taken and stored. The partial backup will copy the My Documents folder, Pictures, Favorites, Fonts, Music, and other folders you may have selected. Online sources offer other abilities to sync more than one computer. Sites like FolderShare.com and Dropbox can backup in the cloud and they offer the ability to share your backup files with other people and you can collaborate with friends.

        Finally, I would like to share with everyone that firewalls are essential to protect the information on your computer from being taken or sent by spyware or malware, and it was surprising to me how quickly that could happen. Also, it was surprising to know how many people do not backup their computers. The rule of thumb is to backup anything you are not willing to lose, regardless of anything else you do with your computer remember to backup and protect yourself.

Work Cited

Mark Repp  (2012, September 14). PC Maintenance and Security: Using Firewalls

        Retrieved Jan. 31, 2013

                From [http://www.atomiclearning.com/highed/pc_cleansecure]

Instructor feedback:

Knowing how to navigate and negotiate firewalls and the importance of backing up various files and documents are two criticals skills of a digital citizen. You provide a thorough analysis on the importance and significance of each essential and critical component. 5/5 100%

PGP Part 4

Self Learning Assessment 

        Effective teaching strategies and technology shows us that the purpose of technology is to improve the enrichment of the student. As an educator I have followed these principles in order to provide students with interactive and hands-on experiences and a level of engagement that would complement and supplement their learning. Furthermore, I have learned that effective teaching strategies and the integration of technology must be fluid. Teachers must be aware that technology is improving and the students ability to learn technology is increasing. Educators do not need to know all emerging technology, but they need to spend time redefining what will be used in the classroom in order to make sure it still addresses the needs of our students. Integration of the Internet validates my belief that technology should be fluid and expanding; it progresses and is tested and tried by multiple organizations and individuals around the world thanks to the internet. The Internet becomes a pseudo “sandbox,” where individuals involved in education can experiment and put systems through their paces. The integration of the internet has allowed me to see how far technology can reach in education, and it has expanded my ability to explain concepts to students. I can broaden my students opportunity to see an idea at work, and it has modified how my students learn in the classroom. Also, it has pushed and challenged me to find the tools needed to prepare better lessons to motivate and engage my students.  

         Virtual Learning Environment (VLE) and Getting Things Done (GTD) exemplify good teaching with technology by pushing the envelope in education. VLE’s provide student interactions outside their current cultural belongings, entertainment, and collaborative work in a laboratory setting. It represents the biggest leap of self autonomy given to students for academic improvement. GTD encourages technology based organization systems that provide refined personal workflow. School, work, and life are dynamic environments and being personally organized is an ongoing process, students can prioritize and address goals step by step. Introducing organizational tools at a young age encourages their educational and professional development.        

        My goal of introducing a VLE into an online GED program at MSU is progressing well, I am still collecting more information, technology, and ideas for implementation and development. My skills and knowledge of technology have increased considerably because of this class and my curiosity about integration of technology in education. My growth plan has benefited largely from the GTD system, which has allowed me to prioritize school, home, and work duties.  My new goal is to better understand the relationship between VLE’s and flipped classrooms. My long term goal is the merging of two ideas, The Creative Problem-Solving Method and VLE’s. Creativity theorist Donald Treffinger explains that students working through fact, problem, idea, and solution-finding can apply both creative and critical thinking skills. VLE’s integrate a variety of tools supporting multiple functions like, information, communication, collaborative learning, etc. Together, they will have students work through vast information covering multiple subject matters. This hybrid idea would allow “both divergent thinking and convergent thinking, [in order] to combine new information with old and forgotten ideas.” As creativity advocate Mark Runco from the University of Georgia mentioned. In order to achieve my current and long term goals, I plan to become more involved with educational technology scholastically, through organizations, and SIG’s.

Work Cited

Bronson, Po & Merryman, Ashley  (2010, July 10). "The Creativity Crisis."

        Retrieved February. 5, 2013

                From: [http://www.newsweek.com/2010/07/10/the-creativity-crisis.html]

Instructor Feedback:

I like how you connect purposeful learning to the enrichment of your students. I think that these are important to think about as you learn more about and implement VLE and the flipped classroom model. Are these strategies working to enrich the learning and increase student engagement?

PGP Part 5

My Learning Style

        As a child, I took a learning style test which defined and labeled me as a Visual Learner. At the time I had no idea what this meant, and there was no definition presented to me that explained a Visual Learner. I had noticed a difference in the performance between my classmates and I, my performance was less than theirs. I needed to study in my own way, which included reading out-loud, quizzing myself, moving as I studied, etc., this made school challenging. In college I performed well, I learned to learn in the traditional sense in order to function within the school culture to obtain my first bachelors degree. By the time I was pursuing my second bachelors, in Education, I understood learning styles. As a child, I should have been told that being a Visual Learner meant, I learn by reading or seeing pictures, that I remember and understood things I saw, that I could easily create a mental picture in my head of what I was learning, and the best way for me to learn was to first visually engage with the material. For me, seeing was learning. There were still unexplainable aspects of my learning, I realized that the Visual Learner title does not describe me completely. I was not usually neat and clean, I did not close my eyes to visualize or remember something, and I do not choose visual learning over written learning. I can work with spoken directions and sounds never distracted me. With time, I understood that I was not simply a Visual Learner, I am a complex mixture of learning differences that needed to be addressed by a more detailed breakdown.

        The effective teaching strategies for my learning can be broken down in each model. With Myers-Briggs model I fall under several dimensions, Orientation to Life, Perception, Decision Making, and Attitude to Outside World. Under Kolb’s model I fall under two dimensions, Perception and Processing.  With Felder-Silverman’s model my dimensions are Input, Organization, Processing, and Understanding. Finally, with Garsha-Riechmannn I am described completely different, I am considered Collaborative, Participant, Eager, and Independent. As I developed as a learner, I realized that some dimensions did not  describe me appropriately. These were Myers-Briggs Orientation to Life (introvert), Decision Making (thinking), and Attitude to Outside World (judgment). Under Kolb’s model, my dimension was Processing (reflective observation). With Felder-Silverman’s model my dimensions were Organization (inductive), and Processing (reflective). Finally, under Garsha-Riechmannn my dimensions were Competitive, Avoidant, and Dependent.

        As educators, we cannot tailor and teach lessons focused on every learning style. We need to present the material in multiple ways. Myers-Briggs, Kolb’s, and Felder-Silverman learning style’s have a proactive approach. There intent is to find out the need of students before academic enrichment begins. Garsha-Riechmannn has a reactive learning style approach, “based on students’ responses to actual classroom activities rather than on a more general assessment of personality or cognitive traits”. We should be focusing on solutions that allow teachers to combine both proactive and reactive learning styles. A system of two phases, the first phase utilizes one of the proactive learning styles to assess and gage the student. After receiving feedback we move on to phase two, where we reassess the student using the reactive approach from Garsha-Riechmannn. Together, this system could provide a clearer picture of students learning need and academic development.

Feedback:

Thank you for sharing with me your personal learning experiences. Would it not have been nice if someone would have followed up with, “Kareem, you learn by being able to see what you are reading or learning about.” I think that utilizing this test for your students at the beginning of the year could be a great way to reach out and to engage the students in your class. Through the results you could create and adapt lessons to help meet their individualized needs.

Work Cited

Groat, L., Montgomery, S. "Student Learning Styles and their Implications for Teaching." CRLT

        Occasional Papers. No. 10 (1998): 1-8: Center for Research on Learning and Teaching

        Web, 11 February 2013

PGP Part 6

Personal Technology Plan

The work I have completed in this course has helped with my technological side of education and with the moral aspect of it. At the High School Equivalency Program (HEP) in Michigan State University, we offer integration of technology through school, in order to help students achieve and reach their goals. For example, many of my migrant workers students, because of their socio economical background, do not understand what is a good digital citizen. Thanks to this course I was able to explain to them what is digital citizenship and the importance of those responsibilities. Also, the purpose of adult education is to prepare individuals more effectively, efficaciously, realistically, and wisely for integration into the world. This course is helping facilitate my ability to reach individuals with a hunger for knowledge, and provide them with a unique opportunity to obtain a GED, continue job training, or further their academic goals.  

        My vision of technology and how it plays a significant role in my educational environment is still evolving. We are currently scratching the surface of educational technology with flipped classrooms and satellite classes. From my point of view, the natural segue from flipped classrooms are VLE’s. They fulfill the need to engage students through varied tools in order to support learning, and they provide deeper schooling for students that may not be able to travel. One of the most basic advantages offered by VLE’s is the ability to provide interactive subject content with the use of Web 2.0 technologies, they provide a less restrictive, more social format where flexibility and customization are possible. Web 2.0 technologies allow different tools to seamlessly interact promoting customization to the preference of the individual. Further in HEP’s future, labs will take place in VLE’s with the supervision of an instructor. These classes and labs will provide students with the roadmap to their individual academic goals in a open multiple paths format, of which they will be in charge.

        The promise of technology in education is vast. Technology has greatly impacted teaching and learning through the enhancement of the information transfer between teachers and students, thus, students active involvement is augmented and the learning process becomes engaging as students are able to continue working towards mastery. The promise of technology has influence the quality of education, by pushing student to take a more active role in the learning process. With the advent of technology in the classroom, teachers can present course content in a variety of formats and can employ techniques that recognize a variety of learning styles, providing a larger opportunity for the increase of interactions. It clarifies the reasons for integrating technology into education, starting with the ability to engage students as active learners, encouraging students to be producers, and consumers of information.

        The pitfalls of technology in education reflect the impact the economical aspects of technology has in schools; for example, computers. Until just very recently they were used mainly as an aid to faculty productivity and to support or enhance normal teaching activities. There are some communities that don’t use technology, because they can not afford it, or do not know how to operate or navigate the internet. Faculty can also see technology as a problem and not the solution to student development, these ideals hold back progress that could take place. Education funding realities are such that every dollar that goes into new technologies, takes away from teacher salaries, playgrounds or other sought-after expenditures. In addition, debates over whether technologies can shift critical attention away from perhaps more pressing issues such as, high dropout rates, bullying, etc.

        With the available technology we are preparing our students for the future. The HEP program is currently exposing students to computer classes, we are allowing students to use their phone to text, surf, and communicate, and use their social networks to complete their assignments. For example, while writing they can ask for help on topic, ideas, etc. The potential to available technologies in my setting is a work in process, we await replies on technology grants. At this moment we are hosting TE250, an undergraduate class at Michigan State University’s College of Education. Opportunities to work together such as this, open doors to establishing and developing better symbiotic relationships between the College of Education and the HEP program. Our partnership could provide us with access to ample educational technology materials, like smart boards, projectors, ELMOS, etc. Aside from this, we are waiting to hear from the Office of Migrant Education about funding to purchase equipment necessary for the 2014 GED program.

        The High school Equivalency program provides online satellite classes, where students communicate with instructors through a live feed. These classes are progressing to include labs incorporating multiple content material. Moreover, we are establishing a flipped classroom and are writing a grant that will allows to expand our technology. We are preparing our students to become more computer savvy by introducing them to multiple operating systems. In the months ahead, I see a higher use of technology in unorthodox scholastic areas like art and music. This increase will mimic what is actually happening in the real world. For example, one of the industries with the most affluent use of technology is music, and students are not sufficiently exposed to merge into this industry. The influx of technology in education will start reaching areas in society left behind. Inner cities, migrant farms, and other under developed and rural areas will gain a foothold in education and eventually establish classes that address multiple subjects, merged with technology.

         As we move away from a strictly brick and mortar teaching style to a joint online/face to face class, we always push our students to work on computers, so they keep up with the transformation of the workplace. The technology available to our migrant clients is minimal and they would lack the ability to take work and placement test on subjects and technologies they are unfamiliar with. In 2014 the GED changes to an online format, and our time frame for transformation has been ticking away. We have already implemented computer classes as part of their curriculum. For example, our computer classes begin compounding Web 2.0 knowledge as we keep our students in the fast track. We are currently working on grants for more technology inclusion in the classroom. We are asking for ELMOS, iPads, Smart Boards, and multiple software to facilitate communication online. At the end of this scholastic year, we are investigating the technology and materials necessary for the creation of a portable satellite education classroom (PSEC). PSEC will arrive at locations and it will connect the university and students. The student will have the option to view and or interact in classes. By May 2014 the components for the PSEC will  be broken down and we will begin writing the appropriate grants by 2015.

Work Cited

Gillespie, F. "Teaching and Learning         with Technology: Promises and Pitfalls”

        Teaching and Learning: Reflecting on the New Paradigm. The University of Georgia.         

Monday, 18 February 2013 From: [http://fgill.myweb.uga.edu/]

PGP Part 7:

Activity for ISTE NETS-Standards

My lesson plan covers the topic of technology use and implementation, as the students assess their content mastery of Math and Science through the use of technology. This lesson is geared to adult learners grades 13 to 16, who are trying to obtain a GED through the Michigan State University High School Equivalency Program. The lessons topic and title are ISTE: NETS for Students: Assessing mastered knowledge through technology. The goals and objectives for this lesson are split in too. First, the knowledge objective is for the students to understand that the technological strategies covered extend past the lessons learned in class. Second, the capacity objective is for each student to find the technology that will work best collaboratively and efficiently in order to accomplish the goal for the group.

• Are you looking for mastery of both the Content and NETS? in this lesson?  The lesson should be based upon NETS, not necessarily be taught to the students though.
  

        The materials used for these lessons are video cameras, 2 laptops or 2 desk computers per group, and the Weebly and Prezi websites. Also we will be utilizing the GED Math and Science books, GED Math and Science practice books, and other unspecified external materials that will allow students to complete their assignment.

This will be a week long lesson, where students will check their content mastery of specific subject matter, as they display their knowledge with the aid of technology. The first day of the lesson we will talk about the assignment in question. We will talk about the technological guidelines we will be addressing from ISTE NETS for students and the content covered in Math and Science. Here I will introduce the students to the phases of this project that need to be covered. These are, subject matter taught, teaching structure, materials, video recording of students and their topics, editing and uploading, providing feedback, and addressing feedback. At this point the students individual topics will be assigned by me, and their research can begin. For all the remaining lessons, at the beginning of each day, I will begin with an activity for the students in order to peak their focus and attention to class and a brief anticipatory pre-lesson set about the technologies available for use. Also, we will review the material previously covered and ways to tie it appropriately to what will be worked on currently. At the end of the week, the students final product is a presentation backed by a website full of relevant information about a particular topic. This information must help a class or students by providing another manor of understanding of the subject matter. Finally, the students work will be assessed and checked for proper technology use, flow, and content mastery.

Breakdown of Creativity and Innovation, and Communication and Collaboration

4.5/5 good use of tech to align assignment to NETS standards.

Work Cited

International Society for Technology in Education: National Education Technology Standards.

        National Education Technology Standards for Students. Monday, 15 February 2013

From: [http://www.iste.org/standards/nets-for-students/nets-student-standards-2007]

PGP Part 8

Final Assessment

        I have exceeded my expectations and discovered other goals in my Personal Growth Plan. For example, I have learned that effective teaching strategies keep in mind multiple learning styles and technologies to better bridge the gaps. Just like any educational tool, the technology must fit the student learning style. With our first assignment I had the opportunity to dive into aspects of technology that I liked, in order to find what would make a difference in education through technology. I have understood the integration of technology in education, and through our assignments “Using Technology to Make a Difference in the Classroom” and “Increasing your Skill in Using Technology”, I learned what needed to be done to achieve it. I was also surprised with how much the second assignment, “Getting things Done”, impacted my growth as an educator. I see the importance of technology in the work of a student or educator, and as individuals we forget that the beneficial factors of new technology and how they facilitate our way of life.

I like and enjoy to see how some basic or low tech assignments like the GTD can not only be most powerful but also the greatest reminder in integrating technology.

        Integrating the internet can help decide what type of technology to use with students and aids in determining whether or not its use is appropriate. The availability of technology or media does not necessarily warrant its use. I now keep an open mind about other technologies and their applications in a classroom. It is easy to think about technology as tools and use them with reckless abandon, but the reality that faces everyone is that technology can cost us as much as it can give us. As we covered “Internet Security” I look at how firewalls are a necessity when using the web. I talked about how this level of protection was critical for the security of personal property. Also, I postulated that being responsible with the security of your own technology was part of displaying proper “Digital Citizenship”. Digital citizenship is a growing concern as technology keeps reaching deeper into the private lives of individuals, especially students. This 21st century status can help in the moral development of all involved in the internet. Internet security and digital citizenship are areas in which I can learn more, and it would allow me to better develop digital citizens that will have respect for their security and the security of others.

As you have mentioned in previous notebooks and assignment, I think that the digital literacy piece will be a big part of your own work and as you look to create your VLEs.

        One of the best aspects of this class was learning about ISTE NET. In the past I have used my best judgment in what to use with the students for their adequate development as students with technology. The parameters that the ISTE NET establish make it easier for educators to create purposeful lessons for students. Of the assignments I completed, my first choice that exemplifies good teaching with technology would have to be the ISTE NET standard, it provides solid guidelines for the use of technology that were easy to use. Second, was my Personal Technology Plan and how I tied in the important advantages offered by VLE’s and their ability to provide interactive subject content with of Web 2.0 technologies, and how they provide a less restrictive, more social format where flexibility and customization are possible.

        The Personal Technology Plan was able to help me organize my approach and use of these different technologies, it helped me remember the realities and challenges that are faced. For example, the pitfalls of technology in education are directly tied to the economical situation of its users. The difficulty regarding the discovery of new technology and how to use it, is keeping an open mind to other possibilities outside of its intended purpose. My growth during this lesson has led me to believe that the Internet is a pseudo “sandbox,” where individuals involved in education can experiment and put systems through their paces. Individuals focus on solutions to situations that contain a personal experience. With the lesson “My Learning Style” the technology advancements I was looking for were directly related to how they could have helped me if they were available.

        As my current goals have been accomplished, several new goals surfaced. The first goal is the completion of the portable satellite education classroom (PSEC). I am also a proponent of using virtual and augmented reality to help students, and would like to learn about other technologies that are being developed, and could be use in education. Overall, I feel I have become a better informed educator and technology advocate. There are many more aspects of technology that I would like to integrate into my program, from a better understanding of digital citizenship to self autonomy in the classroom, to using software and equipment that facilitate mastery of content. By this time next year I would like to have written the necessary grants to pursue and find the next technologies for education.

Kareem, thank you for sharing your reflections and assignments with me this semester. Please stay in contact in the future and do not hesitate to reach out. 5/ 5