Bondy Unit 1 Text Depiction (1)
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Allie Bondy
ED 527 Emerging Technologies
Unit 1 Analysis and Reflection
Text Depiction
New Horizons for Key Technologies and Practices
“It is clear that the pandemic experience has led us to place continuing emphasis on
the first three, and, for the same reason, the appearance of the other three comes as
no surprise.” (Pelletier, et al., 2021, p.12)
●
Artificial Intelligence:
use to help current challenges learners experience, will work closely with
learning analytics, will become commonplace, but ethical concerns and questions are real
●
Blended and Hybrid Course Models:
offer diverse course offerings with the need to humanize
the online learning of students through authentic check-ins and discussions
●
Learning Analytics:
evidence-based and informed decisions to better serve learners, but who
should have access and training on usage is greatly needed
●
Micro credentialing:
opportunity to meet the needs of increasingly diverse learners to better
serve their needs
●
Open Educational Resources:
increase free access to resources to improve equity for learners
●
Quality Online Learning:
ensure educators have the knowledge, skills, and tools to make online
learning student-centered and effective
Reflection:
The 2021 Horizon Report was engaging and much of the information surprised me. For
example, the use of artificial intelligence technologies in education was not a thought that crossed my
mind. I am amazed at the potential use of artificial intelligence to help identify struggling learners and
create scaffolded learning experiences. In the same breath, I am concerned about its ethical
implementation and how it will impact my role as a teacher. Will artificial intelligence someday take over
the role of creating differentiated learning experiences for my students? What would my classroom
environment look like if artificial intelligence is driving the individual lesson plans for students? What
happens to the human element of teaching? I have many questions but I am optimistic that artificial
intelligence will be used to make learning better for students. The Horizon Report also made me excited
about the potential of improving open educational resources. Like many schools, funding for resources is
always a struggle and if there is a way for students to access a text or modeling software to run a lab for
free that will only increase the learning opportunities.
Science Curriculum’s Shift Towards Better
After reading Part 1 of the
Innovator’s Mindset
and watching Muir’s YouTube video I am quick to
make the connection between these ideas and our change in the science curriculum.
“It's often how the subject matter is often taught that makes kids bored and
disengaged.” (Muir, 2017)
Reflection
: Our shift in the science curriculum will open new ways for content and concepts to be learned
by students. The curriculum will become more student centered and this will help improve student
engagement. The curriculum will also become more relevant to students as we incorporate real world
application of science.
“Great educators can work within the constraints of the system and still create
innovative learning opportunities for their students.” (Couros, 2015)
The work to shift science education to its new teaching practices and standards has been exhausting,
frustrating, and rewarding. The work I have done reflects many of Couros’ characteristics of an innovative
mindset. I was also able to reflect on characteristics that I will need to improve in order to make this shift
the best it can be for my students.
●
Empathetic:
I tried activities from the point of view of my students to make sure I understood
their perspective during this change.
●
Problem Finders/Solvers:
New curriculum is student-centered and allows them to find their own
solutions and ways of testing ideas.
●
Risk Taker:
I am trying practices that are completely new to me and I recognize some might not
work or will need improvement. I need to try and venture outside of my teaching comfort zone in
order to learn.
●
Networked:
I have worked closely with my science colleagues to adapt and create our new
curriculum. I could not do this work in isolation and in fact, I have experienced more collaboration
through this process than in any of my teaching years prior.
●
Observant:
I have and continue to look for advice and inspiration from fellow science teachers. I
have connected with many through a Facebook group about NGSS. I will continue to look for
outside resources to improve our curriculum work and engage students.
●
Creators:
Students will consume a lot of information as they move through the new curriculum so
I will need to support them in using their new learning to also create. One of our storylines focuses
on the option for students to create a public health campaign. At first, this was a project me and
colleagues deemed as needing to be cut for sake of time, but I now realize this is a vital part for
students and we must work to make sure students complete this portion.
●
Resilient:
I have and will need to be resilient in our change. This shift is a massive change from
the previous science curriculum and I have already experienced the doubting attitudes of
colleagues. I have pushed through these attitudes and I know I will need to continue to move
forward.
●
Reflective:
I am already a highly reflective educator, keeping notes on how well lessons went from
the very beginning of my career. I know I will take this mindset and apply it to our new science
curriculum. I will always be critical of modifications and tweaks that can be made to continuously
improve the curriculum and learning experience for students.
Moving forward I will need to look back on the mantra of an innovative educator to maintain my focus,
and enthusiasm, and to feel that my work matters and is innovative.
“When forward-thinking schools encourage today’s learners to become
creators and leaders, I believe they, in turn, will create a better world. “ (Couros,
2015)
References:
Couros, G. (2015). The Innovator's Mindset (pp. 1-63). San Diego, CA: Dave Burgess Consulting, Inc.
Pelletier, K., Brown, M., Christopher Brooks, D., McCormack, M., Reeves, J., Arbino, N., . . . Mondelli, V.
(2021). 2021 Educause horizon report teaching and learning edition. Boulder, CO: Educause. Retrieved
from
https://www.k12blueprint.com/news/2021- educausehorizon-report-teaching-and-learning-edition
Trevor Muir. (2017, July 14). Why kids hate school [Video]. You Tube.
https://www.youtube.com/watch
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