Reflective Essay & AECT Standards

Do you ever wonder how learning occurs? How can teachers help develop learning and make it fun for our learners? These were some of the questions I had two years ago when I started my Masters in Educational Technology at Oklahoma State University. As I started taking classes to develop the knowledge and understanding of how learning occurs and how learning can be enhanced by using technologies in innovative ways, I saw learning in a completely different way. Instead of seeing the teacher as the focal point in a classroom setting, I began seeing the teacher as a facilitator. And one of my goals of developing an online classroom outside of a formal setting became a reality. To effectively put my ideas together for my online classroom, I have to learn and understand:

1. the content knowledge,
2. the content pedagogy,
3. the environment in which the learning will be occurring,
4. develop knowledge and skills professionally and
5. learn how to carry out research.

These are the standards one has to meet for the AECT Standards for Professional Education. The Masters in Educational Technology program prepared me well and provided me with the necessary tools, knowledge, skills, and understanding to comply with these standards and achieve one of my goals of creating an online classroom in an informal setting.

Content Knowledge

For content knowledge the Introduction to Instructional Design course allowed me to create, use, asses, evaluate, and manage the course using available technology in a work environment. I learned about the ADDIE Model and used this instructional systems design framework to develop a course. I analyzed a learning environment where there is a need, to design the course, develop, implement, and evaluate it. Attention to detail is required. Some of the items included in the design are technological resources, a backup plan, the number of learners, and location to name a few. Based on ADDIE, I was able to design a course and develop instructional materials for the Stillwater Habitat for Humanity on how to use their newly implemented website that I developed and use technology in the proper manner to teach and carryout evaluations.

Content Pedagogy

Content Pedagogy was interesting to me because I was interested in robotics and learning and how to teach this content appropriately and effectively on an online environment to middle school age students. The Computer Based Instructional Development guided me and gave me the knowledge and understanding to structure an online course. I was able to analyze my audience, develop my topic structure and sitemap for my online course content and appropriately select technology to use to teach this course. It was during this course, that I decided to choose the Theory of Constructivism as the learning theory to use in teaching my online robotics course. It seems challenging at first, as I was thinking through the process of how to develop an online learning environment that was fun and engaging, and how I may be able to teach in a way that will transmit information over to the learners. However, with the skills and knowledge I have acquired, I was able to create a strong foundation for my online robotics course.

Learning Environment

Selecting and creating the online learning environment for my robotics was fun. My audience was middle school students who live on campus and have access to the Internet, computers, and resources on campus. Since I was volunteering to teach my robotics class at the Family Resource Center (FRC) at Oklahoma State University, resources such as classrooms, a computer lab, a whiteboard, projectors, the robotics kit, and necessary computer software were already in place. Most of the time focus was on developing the online learning environment and ensuring the physical learning space was well-designed for these hybrid courses. To be able to do this task, I applied the skills and knowledge I gained from the Facilitating Online Learning course. This prepared me to apply knowledge of pedagogy, instructional design, learning theory, standards for online teaching, online community building and teaching with technology by developing and delivering online lessons. This course tied everything that I have learned in real-time. As I started teaching the online robotics course at FRC in the Spring of 2017, I applied my teaching knowledge and skills to the constructive learning theory I learned. This was one of the best projects I created in my opinion and my students have fun and enjoyed the class.

Professional Knowledge and Skills

In the Learning in Digital Age course, I learned the importance of staying connected with peers as a professional and sharing ideas and information to facilitate learning using digital tools. These digital tools were technology that learners and facilitators can use to collaborate, network, research, perform group activities and communicate online. The Brightspace for example, is a Learning Management tool that students and professors use in an online classroom setting at Oklahoma State University to do class discussion and share information. Another example would be the MoodleCloud Learning Management System that I used for my online robotics course. However, for this learning tool, you have to log in to your account to participate and see the information. But how about staying connected, getting instant updates on your phone about current events in our field of study, sharing information with your colleagues on the go, and doing a discussion? This is when creating a Personal Learning Network (PLN) becomes a great tool for staying up to date with current events and information sharing. To be able to stay in touch with my peers and be updated with the latest events I decided to open a twitter account. I now see information shared, get regular updates from my colleagues and I am more aware of the latest information, technology and educational tools on the market.

Research

In the Library Networks and Databases course, I learned the strategies on how to research articles and write literature while in the Research Design and Methodology class I learned to design research, apply measurements, systematically study educational problems and apply techniques to solve these problems.

The strategies I learned included brain storming and idea-sharing sessions, locating resources available on campus such as libraries and writing centers, visiting with librarians to learn how to search databases and printing articles related to the research topic, and finally, as part of our project writing an annotated bibliography using the APA format.

For the Research Methodology and Design course, I researched coaching techniques used in youth hockey in Canada and youth soccer in Spain and how the constructivism coaching method was applied with positive results. I further wrote a literature review on how the problem in recreational youth coaches in Stillwater Soccer Club lack of understanding at the youth level. However, with intentional coaching techniques with a coaching framework, youth recreational coaches can be successful in their coaching. As a youth soccer coach I have reflected on what I learned and used techniques based on constructivism to guide the way I coach.

Conclusion

In summary, studying Educational Technology at OSU has impacted my understanding and knowledge of learning in many different ways. I had the opportunity to increase understanding associated with each of the AECT standards for professional education and to apply the knowledge by carrying out assignments and projects that reflected my growth in the area. Broadening my understanding of learning has led to me seeing a teacher as a facilitator and has impacted what I can accomplish as an educator. I look forward to utilizing what I have learned in new professional and personal experiences.