Name: Deshell Selman

Student Number: 3548155

Date: 31/10/2016

UNB DEGREE PROGRAM: B.Ed.

(EDUCATION)

STUDENT NAME: Deshell Selman

STUDENT NUMBER: 3548155

COURSE: ED 5948 Learning with Technology

ASSIGNMENT: Teaching Philosophy Statement and Reflection on

Technology Integration

LECTURER: Annoushka Ishmael

DATE: 31st October, 2016

UWI/Roytec: B.Ed.
Ishmael

Course: ED 5948 Learning with Technology Lecturer: Annoushka

Name: Deshell Selman

Student Number: 3548155

Date: 31/10/2016

Teaching Philosophy Statement

I believe that all children are potential champions. As an educator, it is therefore my duty to tap
into each childs potential, and mold them into whoever they want to be, by helping them to meet
their fullest potential. It is also my responsibility to find new and innovative ways of teaching
my students, thus providing positive learning outcomes. Every child is a unique individual;
therefore, they must each be fostered in a caring, yet stimulating environment, where they feel
loved and safe enough to take risks when faced with challenges. As humans, we are all social
beings, therefore, each child should be allowed the opportunity to grow and mature physically,
emotionally, intellectually, and socially, which forms part of our very existence. Hence, my role
as an educator role is to guide students by providing access to information, rather than acting as
the primary source of information. In so doing, the students' search for knowledge is met as they
learn to find answers to their questions. Thus, for students to construct knowledge, they need the
opportunity to discover for themselves and practice skills in authentic learning situations.
Therefore, by providing students with access to hands-on activities, and allowing them adequate
time and space to use materials that reinforce the lesson being studied, creates an opportunity for
individual discovery and construction of knowledge to occur.

This is where the use of technology education in the classroom comes in. Technology education
creates a world of opportunities for students to make new discoveries. Learning with technology
raises awareness, helps students to start conversations, find answers to their questions, empower
minds, drive change and to make a difference. Technology integration explores new tools and
strategies for empowering students to fully participate in a connected, technology-rich society.
Technology has changed education and how educators can leverage new educational tools to
personalize learning, encourage collaboration, and prepare students for the future. According to
(Technology Integration, 2016), effective technology integration is achieved when its use
supports curricular goals. It must support four key components of learning: active engagement,
participation in groups, frequent interaction and feedback, and connection to real-world experts.
I want my students to increase their technology literacy, where they learn how to use various
UWI/Roytec: B.Ed.
Ishmael

Course: ED 5948 Learning with Technology Lecturer: Annoushka

Name: Deshell Selman

Student Number: 3548155

Date: 31/10/2016

tools appropriate for the intended academic purposes. However, when using technology as a tool
for teaching children, this comes with great responsibility. I believe that children should be
properly supervised whilst surfing the internet. As a result, Ill promote and model digital
citizenship and responsibility, by getting my students parents involved by advising them to
follow basic guidelines, to ensure their childrens safety whilst using technology at home.

Id encourage them to keep their children insight whilst browsing, by ensuring that the computer
is in a central location, where they can occasionally walk by and observe the content that their
children are viewing. In doing so, children are less likely to view questionable content, and this
helps parents monitor time spent online, chosen activities, and resultant behavior. Parents
should also limit usage of the computer by allowing an allotted time period for browsing and
completion of homework. However, for completion of home-work assignments, parents would
also be encouraged to check the browser history to know where their children go online, and
check the sites regularly. In this regard, they should also use security tools and privacy features
for extra protection (Keeping Kids Safe Online, 2016). The expectations that I have for my
students both individually, and as a class is to teach better than I was taught and to make students
more adapted to technology. I recognize that learning with technology encourages decision
making, independent thinking, and development of technology skills, as well as assuming
responsibility. As a result, Id incorporate the twenty first century teaching skills in my
classroom which includes: collaboration, communication, creativity and critical thinking.

Therefore, for effective communication and collaboration, Id articulate thoughts and ideas
effectively using oral, written and nonverbal communication skills in a variety of forms and
contexts; listen effectively to decipher meaning, including knowledge, values, attitudes and
intentions; use communication for a range of purposes (e.g. to inform, instruct, motivate and
persuade); utilize multiple media and technologies, and know how to judge their effectiveness as
a priority, as well as assess their impact, and communicate effectively in diverse environments
(New Technologies & 21st Century Skills, 2016). This can be achieved by listening to my
students and trying to understand what motivates them by being aware of their goals, and how
UWI/Roytec: B.Ed.
Ishmael

Course: ED 5948 Learning with Technology Lecturer: Annoushka

Name: Deshell Selman

Student Number: 3548155

Date: 31/10/2016

they view me as an educator, by the activities that I assign them with technology education. I
can encourage conversations by engaging students in sharing ideas about what they learnt and
what they like. Hence, through reflection and by being aware of their individual interests, I can
use items like music and videos, and educational games within my pedagogical practice to keep
my students engaged. Therefore, my role in helping my students to meet or exceed my
expectations both epistemologically, theoretically and practically is by promoting digital
citizenship, and helping them to develop the skills necessary for thriving within the twenty-first
century, through reflection, innovation, productivity and problem solving.

As a result, John Deweys radical activism beliefs plays an incredible role in education today.
According to (Roblyer, 2016), Todays interdisciplinary curriculum and hands-on experiencebased learning, are in tune with Deweys lifelong message. John Dewey emphasized on the need
for co-operative (social) learning which goes well with the use of social media and technologies
that enable group projects. However, Albert Banduras work which was in line with Deweys
views of learning as a social process, showed how learning occurred through his pioneering
research. Banduras social cognitive theory, focused on modeling and self-efficacy, which are
reflected in many of todays pedagogical practices and instructional activities. I agree with both
these philosophers views as I find learning through experience much more fun and beneficial for
me. Like Dewey, I also believe that the curriculum should arise from students interests, and that
learning should be hands-on and experience based rather than abstract. I am also of the view that
curriculum topics should be integrated, rather than isolated from each other. Dewey believed
that the isolation of topics from one other prevented learners from grasping the whole of
knowledge and caused skills and facts to be viewed as unrelated bits of information (Roblyer,
2016). This type of teaching affected me negatively in mathematics class, so I can definitely
relate to this ideology. As part of my teaching strategies, Id utilize game based learning,
acknowledge what my students have to say; ask questions to promote critical thinking, model
positive attitudes and ways of approaching problems; demonstrate the correct way of performing
tasks, and encourage persistence and effort rather than just praising and evaluating what the child
has done in the classroom (10 Effective DAP Teaching Strategies, 2009).

UWI/Roytec: B.Ed.
Ishmael

Course: ED 5948 Learning with Technology Lecturer: Annoushka

Name: Deshell Selman

Student Number: 3548155

Date: 31/10/2016

As a potential teacher, the factors in my classroom that will most impact my students learning is
my understanding that learners come to school with different funds of knowledge, and it is
therefore my responsibility to choose strategies to fit particular situations. By being a flexible,
observant, and reflective practitioner, I can determine which strategy as mentioned above, may
be most effective. I will also bear in mind, that the classroom has different types of learners,
with multi- intelligences such as: linguistic, musical, spatial, kinesthetic and intrapersonal.
Therefore, when assigning group projects, I can assign students roles based on their type of
intelligence. According to Gardners theory on multi-intelligences, as cited by (Roblyer, 2016),
teachers should try to determine which types of intelligence each student has, and direct the
student to learning activities that capitalize on these innate abilities. However, it is my belief
that my personality is also an important factor in the classroom, because it is an important
element in the learning environment, which is responsible for the failures and successes of the
students. I will also ensure a clean, healthy learning environment, with the resources necessary
for learning. To assess my performance, it is my responsibility to design and develop digital age
learning experiences and assessments. However, the Technology Integration Assessment
Instrument (TIAI), which provides for ratings across seven dimensions of a lesson plan, with
four levels of classification within each dimension, is definitely a tool that I would utilize
because of its many advantages. According to (Cassady, 2005), administratively, such a rating
system can provide a point of dialogue during evaluation conferences specific to technology
application by classroom teachers (Brooks-Young, 2002; Darling Hammond, Wise, & Pease,
1983). Furthermore, I would also assess my students through running records, formative and
comprehensive assessments, and observation.

However, I discovered that to effectively measure the success of many educational technology
initiatives, it is required that the evaluators demonstrate change in teacher behaviors. Moreover,
this has traditionally been accomplished through classroom observation, survey data, loose
estimations of teacher lesson plans, or more holistic organizational analyses (Bober, 2002;
Yepes-Baraya, 2002). Consequently, by integrating these strategies in my classroom, I would
know whether Ive done a god job or not. Alternatively, I would use technology in my lesson
plans with the use of power point presentations, videos and games to enforce lessons that I have
UWI/Roytec: B.Ed.
Ishmael

Course: ED 5948 Learning with Technology Lecturer: Annoushka

Name: Deshell Selman

Student Number: 3548155

Date: 31/10/2016

taught. To foster differential learning, I would give my students online assignments, requesting it
to be submitted via my email address. To increase activity, Id utilize case studies, reports,
inquiry/project based learning in my lesson plans. Id also utilize online resources such as: Khan
Academy, Math is Fun, Voki, Education World, Common Sense Media, math 101, PIXLR
EXPRESS, and abcya. There are so many online resources, and educational apps for educators
to use right now, that can make teaching with technology fun in the classroom.

From this perspective, integrating technology education will most definitely add a lot of value to
my classroom. It will allow students to develop critical thinking skills, improve communication,
and enhance creativity and collaboration. As an educator, it is my duty to facilitate and inspire
students learning and creativity; and to model digital age work and learning. Education is not
static, it keeps changing all the time. Therefore, technology education makes constructive use of
digital technology. I Pads and interactive white boards are now being used in classrooms, as
visual ways of presenting information. According to (Balawi, 2015), technology is now a central
part of our everyday lives. Balawi claims that todays students love technology; they use it all
the time. As such, theyll be interested and engaged in learning if they are allowed to use the
tools they love. Technology is important in the classroom because it opens up different ways of
communication in our modern world. It can therefore take students to a huge wealth of resources
and learning community from within the classroom. When students use the tools they love at
school, this will keep them interested in learning. Moreover, tech skills are required, hence,
students who are skilled in using technology to accomplish tasks in school, will be more likely to
be better prepared for the world of work. Digital technology is also great for teaching geometry.
This can be achieved by using 3D geometric figures to teach spatial reasoning and patterning.
Students can use 3D mental rotations to make sense of cubes and blocks, by mentally and
kinesthetically rotating the objects. This allows students to solve problems on a whole even
though it was done in parts (Bruce, 2013). Change is good we should all embrace it responsibly.

Unfortunately, there are barriers that exist in technology integration. Some of these barriers may
include: lack of vision, lack of leadership, the curriculum, infrastructure, and assessment, lack of
UWI/Roytec: B.Ed.
Ishmael

Course: ED 5948 Learning with Technology Lecturer: Annoushka

Name: Deshell Selman

Student Number: 3548155

Date: 31/10/2016

understanding and communication, and parent resistance. According to (Soloway, 2011),

computing technologies have profoundly transformed just about every major organization and
field of human endeavor. However, K12 learning still relies on textbooks and pencil pouches.
He claims that there are many excuses for not taking time to look into the future and no proper
leadership roles to implement this change. Consequently, there are no digitally based curriculum
materials being employed because they are too costly; this even applies to funding for the
refurbishing of school infrastructure. On the other hand, there are students who come from
humble backgrounds, and their families cannot afford computers or pay for internet connection.
Some parents also resist the idea of their children being exposed to 21st-century education, which
is due to lack of communication. The fact is, that it takes time to implement these changes, and
there needs to be proper assessments to determine students achievements in using technology.

With technology integration, my role as a teacher may change from the current practice, in the
way that I teach. It may present itself in the form of conducting online examinations, emailing
homework and assignments, and by encouraging students to use computers for research or work
with adaptive learning, technology to grasp new concepts. Id also use blended learning in my
classroom, and facilitate students by helping them discover knowledge on their own, rather than
simply imparting it. According to (Bedford, 2013), this places students in an active role and
keeps them engaged and interested in a world that is rapidly changing. The way that I
communicate with students will change as well. By encouraging dialogue, this will allow
students to question what they are learning and to think critically. As a result, my students role
may change from their current roles in the way they use their laptops/computer devices. They
may also use their devices differently by making sound judgements, as to whether its okay to
play games or not, and by not chatting online, whilst theyre in the classroom. Theyll be more
focused in the classroom within time, as their new experience with technology wares off.
According to (Why Do We Need Technology Integration?, 2007), Technology and interactive
multimedia are more conducive to project-based learning. Students are engaged in their learning
using these powerful tools, and can become creators and critics instead of just consumers.

UWI/Roytec: B.Ed.
Ishmael

Course: ED 5948 Learning with Technology Lecturer: Annoushka

Name: Deshell Selman

Student Number: 3548155

Date: 31/10/2016

As a result, my views for teaching in the 21st century with technology integration, is that there is
indeed the necessity of today's students to have 21st century skills. According to
(www.edutopia.org), these 21st century skills include:

personal and social responsibility

planning, critical thinking, reasoning, and creativity

strong communication skills, both for interpersonal and presentation needs

cross-cultural understanding

visualizing and decision making

knowing how and when to use technology and choosing the most appropriate tool for the
task

In this school of thought, students may also be encouraged to bring their own devices (BYOD) to
school, to integrate technology education in the classroom as textbooks may become extinct.
Tests may then be conducted with the use of these devices, Hopefully the new software
developments and online programs will help educators feel more confident about the use of
technology in the classroom and specifically the use of technology during testing. With the
proper infrastructure and complete implementation, wireless technology will be more visible and
secure than any methods before (Long, 2016).

UWI/Roytec: B.Ed.
Ishmael

Course: ED 5948 Learning with Technology Lecturer: Annoushka

Name: Deshell Selman

Student Number: 3548155

Date: 31/10/2016

References
10 Effective DAP Teaching Strategies. (2009). Retrieved October 29, 2016, from
www.naeyc.org: http://www.naeyc.org/dap/10-effective-dap-teachingstrategies
Balawi, H. (2015, 05 18). The Importance of Technology in Classrooms. Retrieved
October 30, 2016, from www.youtube.com: https://www.youtube.com/watch?
v=HCi8rRfIw-8
Bedford, J. (2013, July 11). Is technology changing the role of teachers? Retrieved
October 30, 2016, from www.dreambox.com:
http://www.dreambox.com/blog/technology-changing-role-teachers
Bruce, C. (2013, 04 23). What Is The Value Of Digital Technology In The Classroom?
Retrieved October 30, 2016, from www.youtube.com:
https://www.youtube.com/watch?v=CKDnPIQYU30
Cassady, J. S. (2005). TPACK_ Assessment.pdf. Retrieved October 29, 2016, from
one2oneheights.pbworks.com:
http://one2oneheights.pbworks.com/w/file/fetch/52895796/TPACK_Assessmen
t.pdf
Keeping Kids Safe Online. (2016). Retrieved October 29, 2016, from Scholastic.com:
http://www.scholastic.com/parents/resources/article/your-childtechnology/keeping-kids-safe-online
Long, J. (2016). TECHNOLOGY IN THE CLASSROOM : ENDING THE CHEATING
EPIDEMIC. Retrieved October 30, 2016, from www.securedgenetworks.com:
http://www.securedgenetworks.com/blog/Technology-in-the-ClassroomEnding-the-Cheating-Epidemic
New Technologies & 21st Century Skills. (2016). Retrieved October 29, 2016, from
newtech.coe.uh.edu: http://newtech.coe.uh.edu/skills.html
Roblyer, M. D. (2016). Integrating Technology Education into Teaching. Prentice Hall,
New Jersey: Pearson Education. Retrieved October 29, 2016
Soloway, C. N. (2011, November 16). The Ten Barriers to Technology Adoption.
Retrieved October 30, 2016, from www.districtadministration.com:
https://www.districtadministration.com/article/10-barriers-technologyadoption
Technology Integration. (2016). Retrieved October 29, 2016, from
www.edutopia.org: https://www.edutopia.org/technology-integration
Why Do We Need Technology Integration? (2007, November 05). Retrieved October
30, 2016, from www.edutopia.org: https://www.edutopia.org/technologyintegration-guide-importance

UWI/Roytec: B.Ed.
Ishmael

Course: ED 5948 Learning with Technology Lecturer: Annoushka

Name: Deshell Selman

UWI/Roytec: B.Ed.
Ishmael

Student Number: 3548155

Date: 31/10/2016

Course: ED 5948 Learning with Technology Lecturer: Annoushka