In Digital Graphics, I learned design skills, animation skills
and website implementation skills. Because this course focused on skills, the
relationship between new and old information is minimal. I am, however, able to
implement these new skills in order to incorporate technology into the
classroom. While implementing these new skills, I enjoyed finding a different
way to present a concept. Using animation, for example, is a great way to teach
composition. Having to determine a beginning, middle and end of a presentation
can be correlated with lessons such as “What are the elements of a plot?” in
language arts, or “How to design an experiment.” in a science class.
As a learner, I spent some time
scaffolding the information. Metaphors create great learning opportunities for
me. I spent time developing my own metaphors and comparisons in order to fully
absorb the information.
Assessing my performance in this
course is quite simple. Either I implemented the skills, or I did not. In other
situations, there may be more gray areas, but in this course the assessment is
very objective. I can say that I liked some things more than others. I liked
creating my logo and my animation. The website was not as enjoyable. There was
a lack of cohesiveness and the instructions were very vague. Because of the
unclear expectations of this assignment, it made working as a group more
difficult. We have worked together in two other technology courses, so we have
a good working relationship. This assignment, however, was awkward and
frustrating for all of us. We made decisions based on what we hoped were the
expectations. As a teacher, I often solicit information from my students about
what they find unclear. Brookfield states that “a critically reflective teacher
activates her classroom by providing a model of passionate skepticism, (1995).”
For me, this means a willingness to show the students where I was wrong and how
I will change. One of the interesting aspects of attending Lamar University
online, is the ongoing adjustments being made due to the development of the
program.
In the future, I will be more open to collaboration with
others. These opportunities will be embraced, rather than dreaded. In a group,
I work best as a starter. Perhaps because I am older, I am not concerned with
rejection. I know when my ideas are strong and when they are weak. Often times,
I just want to get the creative ball rolling. This has been very effective in
our group projects. My next few courses are about the leadership aspect of this
degree. My curiosity now centers on motivation. How can I help motivate
students or other teachers to want to learn?
Brookfield, S. (1995). The getting of wisdom: What
critically reflective teaching is and why it's important. Becoming a
Critically Reflective Teacher,
