David Stephenson: 1) GMU Email; 2) Loudoun County Email
GMU, ITS Program

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What I have learned about technology?

When I first started, I thought this would be a "propeller head" course: using new technologies and integrating them into the classroom with long integration and debugging process (i.e. digital cameras, Skype, video conferencing, DreamWeaver/web development, etc.) that may or may not be applicable--or successful.  Serious technology that comes with its own set of problems. After a week or two, I began to understand that this is technology at a design level for classroom learning--which is every bit as powerful.  From this perspective, it is a much more a foundational concept of technology—building blocks to help build a designers tool bag. These technology affordances make our jobs as teachers more meaningful and facilitate greater understanding of the concepts for the students.  Also, I have begun to integrate more of the technology tools/concepts into my classroom, including database and telecommunications projects.  Per, Dr. Norton, I have also tried to be an army of one to help change others: I have tried to educate other educators on the value of these concepts, with some success. Technology concepts, such as offloading, peer review, content integrity and collaboration dominate my projects, over all classroom content and management.  If I can borrow a concept from a fellow teacher or article, I need to put it to good use and be effective in implementing.

 What I learned about being a designer?

That being a designer takes time and has advantages and disadvantages--and it is not easy.  Advantages include understanding how students learn (simulation, gaming, computer/technology, learning real world scenarios, among others), then having your classroom projects or general theme/instruction base reinforce and reflect these.  In my limited experience in implementing my identity, I have seen several advantages: classroom management issues are minimized; critical thinking, self confidence and the students have more fun.  I have seen more real/meaningful learning take places due to the information synthesis and integration--including Glister's Digital Literacy concept of information evaluation--concepts over the past 3 months than in the previous 6 years of teaching.  I am focusing the material in more conceptual/overall umbrella.  I am applying the concept of Cuban's Oversold and Underused, as I do not want my teaching style to wind up in this category.  It requires constant reassessment until the teacher is totally familiar and comfortable with the content. That said, this is not a smooth road.  The challenges are many: 1) Initial confusion on implementing the concepts; 2) terms and definitions; 3) Difficult to sort through some of the concepts; 4) May take time to apply; 5) Trial and error; 6) Not being afraid to fail; 7) Instructor needs to be 2 steps ahead of the learner.  These may seem like quite a list but they are NOT insurmountable.  I have started to implement them in my classroom--offloading and the authentic problem.  Per Peddiwell's, Saber Tooth Curriculum, linking "living and learning," ALL projects in my class are being re-engineered to reflect an authentic business problem.  The courage to change and a positive outlook are all that is needed.

 What I have learned about the intersection of teaching, technology and design?

From my perspective, the intersection of teaching, technology and design became clear when I began to incorporate more of the designers concepts in my lesson plans (ACTs and SSCC)—especially, AP, off loading and collaboration.  This intersection is the fundamental definition, in my opinion, of affordance—the goal of reaching the students.  This class has caused me to redefine strengths and weaknesses as a teacher and designer.  The inventory lists are made, conscious effort to improve and integrate these into the classroom are made.  This cycle will continue forever.  It is challenging but I am taking these weaknesses (not using enough tools/concepts—collaboration, off loading, AP, among others) and embrace them--understand them, then try to more consistently apply and development in the classroom.   Everything  in my classroom will have a purpose--nothing will be wasted.  I have tried to re-engineer my environment to be more reflective of the school of the future," as that continues to take shape.  Always need to be ready to adapt.

 What I have learned about myself as a learner?

As time passes, I get more impatient and am very short with my time: The idea better hit me and be interesting and be real world (i.e. an authentic problem).  If it does not, I know it will be a long day: I will do it but grudgingly. This is why I have continually put myself in the shoes of my students, much lite Tapscott's Grown Up Digital espouses.  I still love using my Marketing background—know your target market.  What do they like, not like, how can I use technology better to make this more engaging for the learner.  If I roll out this project, how with the typical 6^th grader (pick your grade) respond?  If it does not work, change it.  If it does, do more of it.

As a learner, if I cannot connect it to the real world, I will likely not hold onto the concepts very long, not be that interest in the topic/project at hand. The concept of "learning by doing" is such an integral concept--even for me as an adult learner re-engineering things back to a student level. This is crucial for student learning and for me as an educator to embrace.

Without understanding my “learners” motivation to learn, I am dead in the water as an educator.  It must be a proactive and clear:  I need engaging authentic problems, know what makes students want to learn/be engaged, and utilize technologies and tools which will help it be real world.