Running Head: REFLECTION ON LEARNING 1

Reflection on Learning: Application to Professional Practice

Janet G. Donald

University of West Georgia

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Introduction

We have accomplished a great deal in this very short semester. I began this program as a

“lifelong learners” desire to fulfill a void in my career. After 25 years of teaching, I would like

to change my path from teaching ESOL to instructional technology. Yes, I could integrate the

two, but the current state of education has me in a teaching model that does not provide me with

freedom to explore technology integration. Mentoring teachers on the importance and benefits of

integrating media into their daily routine would be a rewarding career.

This semester, I have read articles, research, and books that have given me a sense of

hope and renewed enthusiasm for chances to make a difference. It is important to have a voice

and advocate for the students and ourselves. Between the economic issues and politics in

education, we have put instructional technology to the side and made it about money and

convenience. My goal is to propose college programs and effective media labs, which will

improve teacher’s integration of technology/media and student achievement.

Review of Learning

Throughout this course, we have read and researched the evolution of technology, how

media has affected teaching and student achievement, models of instructional design, the great

debate of Clark and Kozma cognitive models, current and future trends, and discussed and

reflected on our views and gained the insight of our classmates. The discussions elicited many

opinions and feelings on issues I had not thought of myself.

Teaching in a Digital Age: Guidelines for Teaching and Learning (Bates, 2015), was an

informative read about what is happening in many levels of the education sector and special

groups. He had us delve into the theories of teaching and which model best fits the types of
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students whom we are teaching. Bates was the reading that motivated me to discover who I am

and who I want to be as a teacher.

Cuban and Christensen, Horn & Johnson brought to light the economic issues, the

disappointment of the technology evolution in schools, what the future could hold with student-

centric technology, and evaluated trends and issues with instructional technology. Teachers at

all levels of schooling have used the new technology to continue what they have always done:

communicate with parents and administrators, prepare syllabi and lectures, record grades, and

assign research papers. (Cuban, 2001) While I do think Cuban’s statement is true for many

teachers, I believe it depends on the school, expectations of the administration, and motivation of

the staff. According to Christensen, Horn, and Johnson (2017) Computers have become just

another activity center for children that they can opt to use in the course of the day. Disrupting

Class was my favorite reading. It defines what disruption is and how it is a two-step process in

moving from a monolithic model of teaching to student-centric technology and how to improve

student motivation. They walked us through comparisons and examples of organizational

structures. The Hiring Milkshakes was one of my favorite parts of the book and made a

connection in their analogy of how students have two core jobs every day. As we grow older, we

forget how we felt as a student and the struggles we faced every day. I remember wanting to feel

successful and have fun with my friends. Motivating students is key, but being mindful of what

is important to them and figuring out how to make a connection is vital to our success as

teachers. Student-centric learning is just making its way to my school district at the elementary

level. Learning about benefits and communities it can affect was encouraging. The one point in

Disrupting Class that hit home and made me think we are doing this all wrong was the chapter,

“The Impact on the Earliest Years on Students Success.” The fact that the first 12 months to
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three years defines a child’s success depending on the amount of words they are exposed to is

monumental. Why are we spending so much money on Pre-k when we should be spending it on

parent training before the birth of their baby?

The class discussions presented new points of view and prompted deeper thinking about

topics. Class discussion is the one part of the course I learn most from and look forward to

hearing how others feel and think about new and emerging technology, trends, and other issues

at the different educational levels. . It was interesting to listen to each of the presentations and

the history of how and why the instructional design models formed. There was a time where we

discussed models and theories at staff development, but I cannot remember the last time either

topic was mentioned. Reviewing the models was a good refresher to ensure I am implementing

the best instructional model to fit the needs of the students.

Shortening two 16-week courses into 8 weeks does not allot time for longer and deeper

thinking about the readings due to time constraints. I am hoping to improve my writing skills in

the 16-week courses when we are not as time restricted. Having meaningful discussions and

relationships with my classmates is important. I have spent an average of 25 hours per week on

reading, assignments and discussion postings for this class, so having a good support system is

essential to the success of the program for me.

Implications

We have learned a great deal in this class and touched on many topics that effect my

teaching methods and the success of my students. The models of instructional design will

influence how I structure and differentiate my lessons. As teacher, we have students with

different needs and learning styles. I am fortunate to have the majority of the EL students with

the same needs. The Gagne model is systematic model that does not produce cognitive overload
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and supports growth and success for the EL students. On the other hand, the KEMP or ADDIE

models are perfect for the STEM activities where students use critical thinking skills. For these

activities, I group students of different ability levels and they guide each other through

collaboration.

The SWOT analysis caused reflection to the roadblocks I am experiencing in my school.

Although, I believe a large part is out of my hands, it provided me with a sense of urgency to

resolve some of my weaknesses. I have already contacted the instructional technology specialist

and requested to meet with her during preplanning. My goal is to integrate Flip Grid into every

center and analyze the student’s data from Imagine Learning to improve student achievement

through guided instruction groups. In addition, I am going to speak with the administration team

to discuss professional development.

Conclusions

Frankly, there was an overwhelming amount of reading to absorb in this short time period

and having another class, as well. I learned about who I am as a teacher and where I want to go

on my journey. Education is always changing to fit the current trends. It is challenging to keep

up with the fad of today because it is gone before we ever know if it will be a success.

Technology and media integration have economic factors. We should have 1:1 technology but

we are so far from that happening. That alone has changed the course or expectation of where

we thought we would be in 2018.

The Clark vs. Kozma debate has many valid concerns. Educators know how important

technology is to completing with the knowledge-based work. Yet, the cost and research to link

the technology to student success at the K-12 levels is not supporting favorable results on

increased student achievement for the expenditure. I support Kozma that media integrated into
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instructional design benefits motivation, critical thinking for higher functioning students, and

aids in vocabulary and auditory learning processes. The one area where I do see growth is

student-centric programs. Online learning for high school and college students has increased

dramatically. There are still too many students without the internet at home to afford them the

opportunity to advance through online or virtual courses.

We have many positive advances in instructional technology. We must advocate for

disruption in the classroom. Students across the world are and will be competing for the same

jobs in the future. It is our responsibility to make sure they have equal, if not better, opportunities

to achieve success in the future. This class was motivational and renewed my enthusiasm for

technology in the classroom.

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References

Bates, A. W. (2015). Teaching in a digital age. Vancouver: Tony Bates Associates, LTD.

Retrieved from https://opentextbc.ca/teachinginadigitalage/

Cuban, Larry (2001) Oversold and Underused Computers in the Classroom (PDF) Retrieved

from file:///C:/Users/djg16606/Desktop/UWGA%20GRAD%20SCHOOL/Cuban-

Oversold%20and%20underused.pdf

Christensen, C. M., Horn, M. B., & Johnson, C. W. (2017). Disrupting class: How disruptive

innovation will change the way the world learns. New York: McGraw-Hill.