Think Critically and Reflectively
Sub-competency 4.1 Develops a personal vision of inclusive educational practice
Sub-competency 4.2 Describes the relationship between Educational Technology and the broader field of Education
One of the first discussions and debates held within EDCI 513 revolved around the definition of educational technology. As you can see from the artifact linked below, I took issue with the broad and static definition of educational technology presented, opting instead for a malleable and dynamic interpretation that allows for new technologies to be recognized as such, and older methodologies to be archived. The initial and final definitions of educational technology from EDCI 513 illustrate sub-competencies 4.1 and 4.2. The contrast between the initial definition and the refined final version show a level of reflection and introspection, as well as mirroring my perception of important aspects in the field of instructional technology, being that the field of educational technology is constantly evolving, and as such we must also consider technologies to rise and older ones to fade.
As a secondary source, I am also linking to my professional narrative, which was written as I was in the process of promotion at Culver Academies. The narrative is a reflection of my time at Culver, and detailed my contributions and challenges that I experienced over the past five years. Specific components of the narrative that are particularly relevant to sub-competency 4.2 relate to my work with the Technology Support Committee on campus at Culver, where I have worked with a cohort of 15 instructors on a laptop recommendation for our existing 1:1 program, multiple Techie Teacher Talks, where we provide focused training on emerging technologies that can enhance the quality of education within the classrooms at Culver, as well as June week presentations, where I presented best practice implementations of web-based technologies to instructors in humanities, language, mathematics and science.
Sub-competency 4.3 Critically evaluates theory and practice
My final paper for EDCI 531 illustrates the application of a critical eye on educational theory and best practice as it relates to science education within a laboratory science course. Within the paper, I make the case for appropriate use of scaffolding within laboratory courses, as a means to maintain the zone of proximal development for students within the class, as well the implementation of authentic inquiry within the science classroom. The paper is an analysis of best practice within a constructivist science classroom. A core idea within the paper is that students require the greatest scaffolding and support early on within a course or any time a completely new concept is introduced. This scaffolding can be reduced as the student progresses towards mastery. The importance of authentic inquiry lies within the ability of inquiry related lab work to the world outside of the classroom, making the learning situation more real, and the concepts stickier as a result.