For a digital tool to earn value and create educational impact, that digital tool must allow the user/s proper space and time to comprehend the tool, to practice using the tool, and to demonstrate the ability to synthesize understandings of the curriculum and personal connections via the tool. When users are rushed through a digital tool or are provided a digital tool with no instruction or practice, the quality of learning and the quality of the artifacts being created decreases. I am currently awaiting on approval of a mission to travel to Dominca and St. Thomas to assist in professional learning revolving around implementing iPads and interactive whiteboards within the classroom. My challenge will be to hone my skills in the use of these technologies to ensure that I am providing effective and meaningful instruction to those listening to my presentation. My plan is to take the Romeo and Juliet Unit Plan I have built to incorporate a number of digital tools and assemble it into a Blendspace Unit. I can then take those at the professional learning through the unit using an iPad and interactive whiteboard. While this may not be fully inclusive of what the capabilities of these tools can accomplish, I believe that a “stepping stones” approach must be taken when instructing and learning digital tools. Due to the vast amount of ways an iPad and interactive whiteboard can used, learners would find themselves experiencing cognitive overload by attempting to master those tools in a matter of days. As I continue to introduce myself to new tools and hone my skills within already known tools, I hope to model positive digital citizenship and to inspire those around me to develop their personal digital citizenship.
I first saw “Changing Education Paradigms” by RSA Animate in my undergraduate years, and I have shared it and viewed it more times than I can recall. This video provided me with a moment of clarity that has driven my desire to educate myself in the field of digital learning. When I combine the concepts brought to mind by Sir Kenneth Robinson and the concepts brought to mind by Steven Johnson in “Where Good Ideas Come From,” I find my inspiration that allows me to induce a state of flow when at work. Jago (2000) describes the state of flow as state of mind in which an individual loses sight of all distractions due to being entirely engaged within the current objective (p. 89). Understanding that the field of education will be transformed in such a way that the previous model will be unrecognizable to the present combined with the understanding that my personal ideas must be tended to and developed provides balance that fosters innovation and leadership. I have began my career in providing my country with a premium educational product; however, the goals I am achieving now are the beginning steps to what ideas will combine with others to assist the change in education paradigms.
Jago, C. (2000). With Rigor for All. Portsmouth, NH: Heinemann