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.