Trixi's+Technology+Plan

Trixi Ayahr Beeker (A10256078) **//- revised 10 December 2010//**
 * CEP 812: Personal Technology Plan**

I believe technology in education in the future will be ubiquitous and completely mobile. Teachers will understand that students will be accessing course management software (which will be the cornerstone of ‘classes’) anytime, anywhere – on their smart-phones, laptops or home computer system (or whatever the future versions of portable technology will become). Teachers will therefore be expected to plan lessons and develop communications pages to be accessible from any device, and from people with any physical ability.
 * 1. Vision Statement**

All classes will have an online component, even classes which choose to meet face-to-face physically. Therefore the online course management system (CMS) will be the cornerstone that holds the class together. From this CMS, an instructor may choose a myriad of methods to structure the types of meetings for students – discussion boards, classrooms, virtual and physical, video-conferences (ie, skype), email, chat, instant-messaging, webinars – the possibilities are limited only by human imagination and technical developments of the future.

Because online classes can sometimes leave students feeling isolated and disconnected from the real, physical world – and because to date, retention in online classes is typically lower (10-50% drop out rate) than in traditional physical classes – teachers will need to be particularly careful with course design. A course design which accommodates multiple learning styles (and therefore includes video and audio as well as text in lectures as well as assessment opportunities) will continue to be helpful. Providing multiple team-work options for students also encourages retention in courses. Students also feel more connected when they can ‘picture’ their classmates and team-mates, so experimenting with requiring students to provide photos, videos or avatars of themselves may be beneficial. Holding some class meetings in a virtual world such as second life may promote a feeling of connection to class by students. Where-ever possible including experiential learning, service – learning, and requirements to interact in a positive way with the real physical world will help students feel the course has a strong sense of reality and applicability.

I aim to teach environmental science and / or biology at a community college, which is a special population in comparison with K-12 and university. This is an incredibly diverse group of students, ranging widely in age, academic achievement, employment status, family status, ethnic origin, country of origin, emotional needs, physical ability, economic status, life experience, life challenges. Typically community college students have greater need of support services such as counseling, financial aid, child / family care, career services, academic support such as tutoring and library assistance, so course design should always include access and information about those services.

**2. Pitfalls and Promises**

Challenges of high-tech education include the need for extreme care with safety of k-12 students on the Internet. Teachers need to teach students how to avoid e-stalkers and e-abuse, as well as e-ttiquite with their own classmates. Other challenges include the expense financially, and time-wise of keeping up with new technical developments, as well as the continually looming specter of the digital divide.

However, the promised of a fully high-tech educational system far outweigh the challenges. These include – if everyone on the planet is provided the opportunity to equally participate – nothing less than the creation of a technical ‘collective consciousness’ for humanity where all recorded thoughts and learning are available for everyone to learn from and share.

While not currently teaching in the K-12 system, I have accrued much experience in teaching in other settings. Below is a list of my teaching experiences to date, as well as a brief description of how I’ve used technology in those instances.
 * 3. Current Technology in Teaching**

Guest Presenter, Pre-school class, Child Development Labs Michigan State University, East Lansing, Michigan, USA, June 2010 > Summer Library Program Presenter, Bats and Bugs / What do Bats Eat? Capital Area District Libraries, Tri-county area, Michigan, USA, June – August 2009
 * Writing and printing book, “Phoenix and the Bats of Michigan” designed to teach young children the basics of bats in Michigan, risks, benefits, and related simple sign language
 * Presenting short interactive program: reading book, helping children dress in Michigan Bat costumes, teaching the Michigan Bat Chant
 * Used MS Word and the Internet for researching bat biology and ASL
 * Developing original interactive PowerPoint presentations for grade school children and teenagers about bat biology, conservation, body morphology and diet
 * Creating Meet Michigan Bats photo and text matching game, and Michigan Bat Chant
 * Designing 9 Michigan Bat costumes for grade school children’s program
 * Advertising programs to area libraries
 * Presenting programs to 300+ children at 8 district libraries, including dressing up in field gear, and demonstrating use of mist nets for catching and releasing bats

Graduate Teaching Assistant, Integrated Studies Biology Program Michigan State University, East Lansing, Michigan, USA, August 2008 – December 2008 > Graduate Teaching Assistant, Biological Sciences Program Michigan State University, East Lansing, Michigan, USA, January 2008 – April 2008
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching prescribed curriculum, creating and teaching original lessons when permitted
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grading and assessment of laboratory classes and proctoring exams
 * <span style="font-family: Arial,Helvetica,sans-serif;">Providing learning support to students via weekly office hours
 * <span style="font-family: Arial,Helvetica,sans-serif;">Used MS Word and Online quiz-making tools, and email
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teaching prescribed curriculum, creating and teaching original lessons when permitted
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grading and assessment of laboratory classes and proctoring exams
 * <span style="font-family: Arial,Helvetica,sans-serif;">Providing learning support to students via weekly office hours
 * <span style="font-family: Arial,Helvetica,sans-serif;">Used MS Word and Online quiz-making tools, and email

<span style="font-family: Arial,Helvetica,sans-serif;"> Graduate Teaching Assistant, Wetland Ecology and Management <span style="font-family: Arial,Helvetica,sans-serif;">Michigan State University, East Lansing, Michigan, USA, September 2006 – December 2006 > <span style="font-family: Arial,Helvetica,sans-serif;">I plan to enhance and increase my technology use in education in the following ways:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Assisting in teaching and grading of all laboratory and field experience classes
 * <span style="font-family: Arial,Helvetica,sans-serif;">Coordinating the development of materials and teaching methods of the herpetofauna in wetlands field experience and laboratory discussion classes
 * <span style="font-family: Arial,Helvetica,sans-serif;">Offering development advice and critiquing student research projects
 * <span style="font-family: Arial,Helvetica,sans-serif;">Editing and grading midterm and final exams
 * <span style="font-family: Arial,Helvetica,sans-serif;">Providing learning support to students via email and weekly office hours
 * <span style="font-family: Arial,Helvetica,sans-serif;">4. Technology Enhancement Plan **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Become well – versed in the use of CMS such as Angel and Moodle, but completing any freely available online tutorials / training while I’m in the application process, as well as participating in any related training while teaching at community college.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Become more proficient in the use of Web 2.0 technologies such as blogging tools, podcasting, videocasting, social networking software such as Facebook, Twitter, and Youtube, as well as digital storytelling technologies. I will accomplish this specifically by using these technologies on a weekly basis (minimum) for personal and professional use, as well as by joining relevant online SIGS for community support in my pursuits. I may need to create such a group since a search on ‘Special Interest Group on Social Networking’ turned up no active sites!
 * <span style="font-family: Arial,Helvetica,sans-serif;">Updating my RSS feed to include all current interests / needs and being more consistent about reading it (again on a weekly basis seems a good timeline).
 * <span style="font-family: Arial,Helvetica,sans-serif; margin-top: 0in;">Trying out and learning about virtual reality (VR) worlds such as Second Life. I will investigate whether there is much research to date about using VR in online learning – it seems there is applicability and need in this realm.

A timeline is a bit of a challenge to create at the moment, which is probably why I left it out of the first version of this document – because it seems my entire life it in transition at the moment. I just successfully defended my master’s in Fisheries and Wildlife at MSU and am currently wrapping up loose ends for graduation. I’m also starting to apply for part-time and full-time positions to teaching and teaching-related areas. And, in January 2011, I will be starting a new graduate program in Environmental Journalism (with an aim to do environmental journalism and environmental programs for children). All this while prevailing at my ‘other’ job as a single parent of a wonderful 3yo boy!
 * 5. Timeline for Technology Enhancement Plan**

However, I am also committed to continuing education in terms of keeping up-to-date and even ahead of the curve in educational technologies. So to keep it simple, I will aim to initiate each technology enhancement area one semester at a time.

Updating my RSS feed to include all current interests / needs and being more consistent about reading it (again on a weekly basis seems a good timeline).
 * 1. Spring Semester 2011 **

Become more proficient in the use of Web 2.0 technologies such as blogging tools, podcasting, videocasting, social networking software such as Facebook, Twitter, and Youtube, as well as digital storytelling technologies. I will accomplish this specifically by using these technologies on a weekly basis (minimum) for personal and professional use, as well as by joining relevant online SIGS for community support in my pursuits. I may need to create such a group since a search on ‘Special Interest Group on Social Networking’ turned up no active sites!
 * 2. Fall Semester 2011 **

Become well – versed in the use of CMS such as Angel and Moodle, but completing any freely available online tutorials / training while I’m in the application process, as well as participating in any related training while teaching at community college.
 * 3. Spring Semester 2012 **

Trying out and learning about virtual reality (VR) worlds such as Second Life. I will investigate whether there is much research to date about using VR in online learning – it seems there is applicability and need in this realm.
 * 4. Fall Semester 2012 **