Connecting to Professional Communities

There is an urgency in education, regardless of content area specialty, to try to keep up with current trends in technology. Planning, learning and curriculum design need to embrace, and incorporate the use of technology as a tool in a student centred learning environment. As educators we must keep current on significant trends and possibilities within the field of education technology. That is why I have chosen to connect to EdTech Magazine K-12 (https://edtechmagazine.com/k12/).

Joining was a relatively simple form that included basic credentials and an email address. Communicating with, and contributing to the site involves commenting on the various articles, or contributing to their Twitter feed, ConnectIT at #ConnectIT . This site offers a plethora of articles, tips and tricks, videos, and an IT Connect option where users have the opportunity to connect with experts in the field of educational technology. It also offers the opportunity to subscribe to a newsletter or journal. Technology integration is continually evolving to improve student learning, teacher effectiveness and efficiency and through professional contexts such as EdTech teachers have the opportunity to develop as a professional in these areas.

Ideally, I would like to start to develop an understanding of where my philosophies, conceptions and understandings of curriculum design, within a student centred classroom, would be complemented through the use of technological tools. In fact, according to Palak and Walls, "teachers’ attitudes toward technology are the most significant predictor for teacher and student technology use and teacher use of a variety of instructional strategies" (436). Through the broadening of my own beliefs and philosophies, and through the use of this site, I hope to incorporate more effectively, the use of technology in my classroom, and potentially throughout the school.

https://edtechmagazine.com/k12/

Palak, D., & Walls, R. T. (2009). Teachers’ Beliefs and Technology Practices: A Mixed Methods Approach. Journal of Research on Technology in Education, 41, 417-441.