Think Critically and Reflectively

  • Develops a personal vision of inclusive educational practice
  • Describes the relationship between Educational Technology and the broader field of Education
  • Critically evaluates theory and practice

Artifacts

Description

In our EDCI 56400 Integration and Management of Computers in Education course, at the outset of the semester, we were asked to consider our observations of an exemplary technology-using educator.  At the conclusion of the semester, we were asked to revisit those observations and to consider the ways those observations had changed.  In my Initial essay, I discussed a colleague who actively incorporates new technologies in his teaching, and in my Final essay at the end of the semester, I discussed how the one defining characteristic of an exemplary technology-using educator was the “pursuit of ways to teach, of new technologies to employ, of new avenues through which to educate oneself in the use of technology in teaching.“  An exemplary technology-using educator isn’t satisfied with what they already know, but continually self-educates and in challenging themselves this way, offer something extra to their students.  This is a standard that I hope to aspire to in my own work and hope to inspire in my colleagues as I pursue my professional interests in distance education administration.

Dovetailing with my appreciation for the pursuit of stretching one’s boundaries in using technology, the reluctance to participate in technology training has always intrigued me.  The Faculty and Student Preparedness for Distance Education literature review paper written for EDCI 56400 afforded me the opportunity to examine my interests in a critical sampling of the faculty and student preparedness for distance education.  It has been my observation in nearly 20 years of higher education training that there is a reluctance by some users to invest time and effort participating in training.  Technology is often perceived as something the user can “figure out” without assistance, or that the training isn’t geared toward their needs.  In writing the literature review, I found support for those observations.  However, as distance education is expanding its reach every year, training and preparedness issues become increasingly important issues to be examined and addressed.  I hope to continue to expand my knowledge of the issues impacting preparedness for distance education in order to better serve the student and faculty communities I am a part of.

Meeting the Competency

The Initial and Final Exemplary Technology Educator Vision Assignments demonstrate the development of a personal vision of inclusive educational practice, the first element of the Think Critically and Reflectively competency.  Moreover, this personal vision is carried through to the selection of the topic for the EDCI 56400 literature review, Faculty and Student Preparedness for Distance Education, which expresses the value placed on inclusive educational practice.

The last two elements of the Think Critically and Reflectively competency are demonstrated in the Faculty and Student Preparedness for Distance Education literature review paper.  In its examination of the preparedness and faculty and students needs for distance education, the paper describes the relationship between Educational Technology and the field of Education.  The paper also is a critical evaluation of theory and practice.

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