The Core of Me...by Dionna Harvell
Technology is critical toward the social, emotional, mental,
and physical development of every aspect of our lives. It serves as the bridge
to connect us to parts of the world to which we would otherwise not have access to.
It is important for leaders of technology to provide opportunities and
resources for novice users to become better acquainted with this exciting
world. Leaders of technology also have the responsibility to educate students
about the current and future trends in technology. Technology can be utilized
in the classroom setting to create innovative and fun methods of learning for
students. One of the greatest advantages of technology is that it can be
utilized to assist students who have different learning strategies in
traditional and alternative learning settings. Teachers should strive towards
using technology to create a rigorous and exciting curriculum where students
want to learn the material, rather than just regurgitating facts. Technology
leaders also have the task of being abreast of how students are currently using
technology in their daily lives, and capitalize on these methods during
instruction. Many students are currently using MySpace, face book, twitter,
etc. and it is important for teachers to incorporate these social networks into
the curriculum. My main roles as an educator are to figure out what the
students needs are (i.e. student learning styles) and to tailor classroom
instruction based on those identified needs. There is no one size fits all for
students, and technology provides an alternative form of instruction delivery
to meet all students’ needs. My vision of educational technology is very
intriguing, thought provoking, and promising. Technology has and will continue to
make every aspect of our lives easier in terms of access to resources, saving
time and money, and our ability to expand our worldviews and envision multiple
realities.
The core goal of my learning goals I want my students to get, no matter which engineering path they decide to take, is for them to recognize the creative tools they have inside of them. Dr. Mishra has taught me that you can take one picture (ex. Given a rubric’s cube) and translate it by thinking differently, perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing. I would love to challenge my students to open their minds in an ongoing semester project. At the beginning of the class I would like students to pick a project using each of the above tools (thinking differently, perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing) to creatively open their minds to different ideas and thoughts of looking at objects. I have thought to make a an individual assignment to go along with their group assignments called "Red Project" so that the information is not shared. My learning goal is to help them open their minds to see objects in a different way. Engineers see things in 3D as well as 2D, I want young minds to see "what is the best engineer in them" to learn what path they are most likely to go down in their engineering career. Learning the best engineering discipline will help them see "is engineering really for me?" This is my goal that I would like my students to learn by the end of the semester.
The class I plan on teaching will be an online class. The structure for students will be to create one large group assignment to demonstrate their team building skills. They will have a personal blog to demonstrate organization of details and events. Students will have an individual project to find the creative voice in them, and lastly students will have a red project that will intertwine all learning’s based on the 8 different thinking processes ( thinking differently, perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing). For leadership assessment I would do something called leadership potential assessment to determine my student’s skill set and potential for leadership. Using this I can identify future leaders and with the weaker students strengthen their leadership with training, giving them leadership roles in group projects.
I would also use the Personnel Assessment Specialist Job Analysis: Interpretation and Use Report. This website (http://www.ipacweb.org/files/psjoban.pdf) will be used as a reference for me, to create an assessment to see how successful my students are learning. I am trying to keep the class as close to real life experience as possible while gaining the skills and knowledge to be great leaders in the field of engineering.
Students will have self assessments as well as peer assessments to see how well they are working with their co-workers.
Student/teacher – I would like to serve as an overall resource guide for my students. I want them to go in the direction of their choice based on strong interest, and skills. I would like for students to have an open mind to create the unknown, take chances, and not be afraid to think differently.
Student/student – I would like students to feed off each other collaborate thoughts and ideas and be each other’s resource first. Their peers are who they will be working with and the sooner they learn that the better they will be at communication and social skills in the workplace.
Student/parent – Since I am focusing on college students the student parent interaction is not relevant, but I would like to change it to student/faculty I would like them to start to find faculty that’s over different engineering groups to give them more hands on experience in their field of interest.
As an educator, I will assist my students with understanding the privileges and responsibilities of this communication tool, while recognizing the positive and negative impacts these tools can have on our society. Technology has come a long way, but still has quite a ways to go and I am excited about the endless potential
The core goal of my learning goals I want my students to get, no matter which engineering path they decide to take, is for them to recognize the creative tools they have inside of them. Dr. Mishra has taught me that you can take one picture (ex. Given a rubric’s cube) and translate it by thinking differently, perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing. I would love to challenge my students to open their minds in an ongoing semester project. At the beginning of the class I would like students to pick a project using each of the above tools (thinking differently, perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing) to creatively open their minds to different ideas and thoughts of looking at objects. I have thought to make a an individual assignment to go along with their group assignments called "Red Project" so that the information is not shared. My learning goal is to help them open their minds to see objects in a different way. Engineers see things in 3D as well as 2D, I want young minds to see "what is the best engineer in them" to learn what path they are most likely to go down in their engineering career. Learning the best engineering discipline will help them see "is engineering really for me?" This is my goal that I would like my students to learn by the end of the semester.
The class I plan on teaching will be an online class. The structure for students will be to create one large group assignment to demonstrate their team building skills. They will have a personal blog to demonstrate organization of details and events. Students will have an individual project to find the creative voice in them, and lastly students will have a red project that will intertwine all learning’s based on the 8 different thinking processes ( thinking differently, perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing). For leadership assessment I would do something called leadership potential assessment to determine my student’s skill set and potential for leadership. Using this I can identify future leaders and with the weaker students strengthen their leadership with training, giving them leadership roles in group projects.
I would also use the Personnel Assessment Specialist Job Analysis: Interpretation and Use Report. This website (http://www.ipacweb.org/files/psjoban.pdf) will be used as a reference for me, to create an assessment to see how successful my students are learning. I am trying to keep the class as close to real life experience as possible while gaining the skills and knowledge to be great leaders in the field of engineering.
Students will have self assessments as well as peer assessments to see how well they are working with their co-workers.
Student/teacher – I would like to serve as an overall resource guide for my students. I want them to go in the direction of their choice based on strong interest, and skills. I would like for students to have an open mind to create the unknown, take chances, and not be afraid to think differently.
Student/student – I would like students to feed off each other collaborate thoughts and ideas and be each other’s resource first. Their peers are who they will be working with and the sooner they learn that the better they will be at communication and social skills in the workplace.
Student/parent – Since I am focusing on college students the student parent interaction is not relevant, but I would like to change it to student/faculty I would like them to start to find faculty that’s over different engineering groups to give them more hands on experience in their field of interest.
As an educator, I will assist my students with understanding the privileges and responsibilities of this communication tool, while recognizing the positive and negative impacts these tools can have on our society. Technology has come a long way, but still has quite a ways to go and I am excited about the endless potential