6.2 Reflection
Candidates regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. (PSC 6.2/ISTE 6c)
Artifact:
Weebly Blog
Reflection:
Weebly Blog was an artifact chosen to demonstrate the ability to regularly evaluate and reflect on professional practice to improve and strengthen techniques for modeling and facilitating technology-enhanced learning experiences. The blog posts were published throughout the program and helped evaluate own professional learning and growth.
Every post in this blog described newly discovered knowledge, skills, or personal dispositions. They were not just writing exercises, but a reflective journal of professional growth in the past year. Reading online resources in the area of education and exploring different tools helped build quality posts that cited many experts, provided direct links to additional resources, and included media to reach all types of audience. The most powerful experience in writing personal reflections was the connection with others. Blogging was a connective writing, and reading comments and questions of others encouraged me to think about own thinking, communicate ideas clearly, and learn from the viewers.
Continuous blogging did not only help reflect on own learning and professional growth, but it also impacted teaching and learning in the school. Teachers and students had access to Edublogs and itsLearning Blogs, but none of them used it prior to last year. Through newsletters and personal conversations with teachers, blogging was introduced to many classrooms as a connective writing genre. The more audience reached out and started conversations with students online, the more motivated and engaged Shiloh learners became. Some students chose to blog weekly, even without teachers assigning the task for them. In addition, many teachers expressed an interest in communicating with parents and other colleagues via blogs next year. Personal reflective practices encouraged similar learning and impacted structure of many writing lessons in the school.
Two years ago, a professional blog was set up for me to share ideas and thoughts with teachers and parents. Being consistent with reflections and posts was a challenge, and the blog idea was pushed aside. This program taught what good blogs were and showed the power of connective writing for reflections on own practices. Improving own performance with regular blog posts would be a goal for professional reflections and growth next year.
Weebly Blog was an artifact chosen to demonstrate the ability to regularly evaluate and reflect on professional practice to improve and strengthen techniques for modeling and facilitating technology-enhanced learning experiences. The blog posts were published throughout the program and helped evaluate own professional learning and growth.
Every post in this blog described newly discovered knowledge, skills, or personal dispositions. They were not just writing exercises, but a reflective journal of professional growth in the past year. Reading online resources in the area of education and exploring different tools helped build quality posts that cited many experts, provided direct links to additional resources, and included media to reach all types of audience. The most powerful experience in writing personal reflections was the connection with others. Blogging was a connective writing, and reading comments and questions of others encouraged me to think about own thinking, communicate ideas clearly, and learn from the viewers.
Continuous blogging did not only help reflect on own learning and professional growth, but it also impacted teaching and learning in the school. Teachers and students had access to Edublogs and itsLearning Blogs, but none of them used it prior to last year. Through newsletters and personal conversations with teachers, blogging was introduced to many classrooms as a connective writing genre. The more audience reached out and started conversations with students online, the more motivated and engaged Shiloh learners became. Some students chose to blog weekly, even without teachers assigning the task for them. In addition, many teachers expressed an interest in communicating with parents and other colleagues via blogs next year. Personal reflective practices encouraged similar learning and impacted structure of many writing lessons in the school.
Two years ago, a professional blog was set up for me to share ideas and thoughts with teachers and parents. Being consistent with reflections and posts was a challenge, and the blog idea was pushed aside. This program taught what good blogs were and showed the power of connective writing for reflections on own practices. Improving own performance with regular blog posts would be a goal for professional reflections and growth next year.