After reflecting upon my learning and growth throughout course EDUC 6710, I realize I have experienced a paradigm shift in regards to integrating technology into my language arts curriculum. Originally, I wanted to learn specific technological applications to engage students and enhance learning in my individual classroom. After exposure to course resources and discussions, however, I realize that innovative technologies do far more than merely entertain and motivate but have the capacity to facilitate powerful changes in learning and pedagogy (Laureate, 2008, program 2).

In order to make such changes in my own instruction, I have learned the necessity of making certain that I'm using technology to do different things as opposed to using technology to do things differently (Laureate, 2008, program 1). To do so, I have learned to incorporate both technology and constructivist strategies, shifting my instructional practices from teacher-centered to student-centered in order to support meaningful learning (Keengwe, Onchwari, & Wachira, 2008). Thus, I relinquish my role as knowledge expert and embrace the roles of facilitator and collaborator, planning to work with my students to utilize technology to develop problem-solving and critical thinking skills that will be so necessary in the world beyond our classroom (Keenwe, Onchwari, & Wachira, 2008).

Further, this course has given me opportunities to design instruction around and practice using specific Web 2.0 tools. As the Partnership for 21st Century Skills points out, our students must be equipped with technological know-how and the life-long ability to create, analyze, and transform information while interacting with others, and web-based technologies like blogs, wikis, and podcasts are perfect mediums for teaching such skills. I must also admit that jumping in and experiencing such technologies not only has given me the confidence to experiment and handle technology in ways that I've never dreamed possible, but also given me the insight as to the true potential that Web 2.0 has for helping students develop the critical thinking, communication, collaboration, and creative skills so vital for 21st century learning.

To ensure that I continue to grow in my ability to blend technology with my language arts curriculum, I intend to continue taking graduate courses associated with Adolescent Literacy and Technology and will continue to seek out workshops, seminars, and courses that support the integration of technology and the promotion of 21st century skills.

Two long-term goals that I have in regards to technology involve the integration of specific Web 2.0 tools and strategies into my instruction and the promotion of Web 2.0 literacy in my middle school. In order to accomplish both, I will have to become an advocate for 21st century skills, sharing my acquired resources and convincing my fellow teachers, principals, and my district to expect more than superficial access to technology.

When I look back at the 21st Century Skills checklist, I realize that I have not just grown, but also shifted my thinking about integrating technology. Instead of walking away with a few specific technological tricks up my sleeve, I walk away empowered with an awareness and confidence that will allow me to create meaningful digital learning experiences so necessary for my students today.

Resources:

• Keenwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77-92.
• Laureate Education, Inc. (2008). The emergence of educational technology: program 1 (Motion Picture). Understanding the impact of technology on education, work, and society. Baltimore: Laureate Education, Inc.
• Laureate Education, Inc. (2008). The evolution of technology and pedagogy: program 2 (Motion Picture). Understanding the impact of technology on education, work, and society. Baltimore: Laureate Education, Inc.
• Partnership of 21 century skills (n.d.). A report and mile guide for 21st century skills. Washington DC: Author.

Podcast Link

Greetings!

The link to my very first podcast is http://maryamartin@podbean.com/

The Partnership for 21st Century Skills is a national organization advocating educational models that support 21st century readiness in order to prepare students to compete in an innovative global economy. In doing so, P21 builds collaborative partnerships among education, business, community, and government leaders.

After perusing the P21 web site, I found myself swayed by the organization's emphasis on fusing the traditional three Rs of education with the four Cs of critical thinking, communication, collaboration, and creativity. Instead of a static web site that simply provides information or a rationale, however, this site reveals how P21 actively and urgently promotes 21st Century Skills so desperately needed by today's youth to survive in a globally competitive society. In fact, one thing that surprised me was that even though P21 began its crusade in 2002, it has not lost momentum, as press releases, current events, and news stories exhibit a mission that is alive, well, and as dedicated as ever.

Further, the web site itself is digitally dynamic, giving access to twitters, blogs, wikis, videos, downloadable materials, educator resources, and links to professional learning communities. In addition to providing a comprehensive skills framework for 21st century learning, the organization provides state support through guidelines, materials, and access to professional development. Additionally, as an individual teacher, I was delighted to gain access to innovative instructional resources through the site's Route 21, as well as a window into classrooms through a collection of videos showing 21st Century education in action.

Overall, I feel quite encouraged by P21's web site and efforts during a time that otherwise seems overcast by economic crisis and a bleak educational landscape. Knowing that P21 holds fast to such a critical mission and chips away to develop a uniform vision for our nation's future gives me hope. A hope that my state will come to embrace technology as a necessity for helping students develop the 21st Century Skills so vital for global survival--their survival and ours as a nation.

Blogging Applications

In his book Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, Will Richardson emphasizes that through the process of blogging ". . . students are learning to read more critically, think about that reading more analytically, and write more clearly" (2009, p. 20). With this in mind, I think that bookblogs would provide a powerful forum for my 8th grade English students to engage in critical thinking and reflection as they read and respond to books through blogging. Instead of the traditional structure and role assignments of literature circles, bookblogs could be more student-directed, perhaps more akin to the book clubs that many adults enjoy.

At the beginning of each chapter, I could post one discussion question to build interest and activate prior knowledge. After reading the chapter, however, the students themselves could create and post discussion questions that not only revolve around personal responses and connections but also incorporate literary elements such as characterization, themes, author's craft, etc.

When responding to one another's posts, students will reshape and add to their understanding not only of an in-depth reading of a piece of literature but also their understanding of literary elements, all while they construct meaning with other readers. Students would be required to adhere to a reading and posting schedule, and then collaborate at the end of the book to create an extended written and artistic response.

Ultimately, I think there are many reasons for using blogs in the classroom. For one thing, students are attracted and motivated by technology, and they have a tendency to think more critically and express themselves more clearly when responding to an authentic audience. Further, blogging is a constructivist tool that enables students to direct and shape their own learning, and perhaps even more importantly, blogging allows for collaboration beyond the classroom walls, as "blogs can teach students new literacies they will need to function in an ever expanding information society" (Richardson, 2009, p. 28).

Reference
Richardson, W. (2009). Blogs, Wikis, Podcasts, and Other Pwerful Web Tools for
Classrooms: second edition. Thousand Oaks, California: Corwin Press

Greetings!

My name is Mary Martin, and I teach 8th grade English in Aiken, SC. I am currently working on my Masters in Adolescent Literacy and Technology. Before entering graduate school, I knew I had a lot to learn about incorporating technology into my classroom. However, now that I'm involved with my graduate journey, I am blown away by all of the innovative applications that are available not only to enhance learning but also to take it to an entirely different level.

With this in mind, I have created this blog for educators to share their experiences, questions, and concerns about creating learning experiences that help our students become technologically literate so that they can meet the demands of our modern society.