Stephanie Quinn

EDET 650 Internship in Educational Technology

Dr. Tom Smyth
December 8,2014
Lessons learned:
My greatest learning during was more about how to use technology to
move my students forward academically and less about the creation of the
technology itself. As I researched everything from the effective integration
of technology to the need for quality teacher in-service, I noticed a variety
of results. Some research studies hailed technology as the miracle cure for
student success, while others could find no strong correlation between
technology and greater student achievement. One article suggests that we
lack the sophisticated tools to accurately measure the effects of technology
on learning. (Jenkinson, 2008)
The more I read, the more I began to wonder if the effectiveness of
technology was not driven by how it was used in the classroom rather than
just the use of the technology itself. In another graduate class I read about
a study titled, Effects of Technology on Critical Thinking and Essay Writing

Among Gifted Adolescents (Dixon, Cassady, Cross, Williams, 2005) This

article references some of Dixons earlier work where students were taught
critical thinking using a strategy based on Hegelian Dialectic where they
were asked to find the thesis and antithesis while considering both sides in
determining a synthesis. Students who used this process daily scored
considerably higher on an analytical thinking measure than those students
who didnt use the strategy. The study results showed that male gifted
students wrote 83% more words when typing than when handwriting an
essay. They also scored higher on the critical thinking assessment. It is
reasonable to conclude that the growth in learning was facilitated by the
learning strategy employed. Writing is a powerful way to teach students to
reflect on their learning. In this situation, I believe the use of technology
made learning more efficient. Therefore, if that is the case, then perhaps
technology, like writing and reading, is only effective in raising student

achievement when it is centered on teaching strategies, which promote

critical thinking. I am still testing this idea on an informal basis with my
students. There is not a tool to measure quantitatively how their critical
thinking is growing or whether the use of technology is having any kind of
impact on learning. Perhaps the new Aspire Science Test will give me some
insight into whether my teaching strategies are effective.
One of my recent assignments on Google Classroom was to have my
students import data into a Google spreadsheet and create a graph. The
students then read information on the type of information scientists can
gather by analyzing ice core data with regard to volcanic eruptions and
climate changes. Students used this information to analyze the graphed data
and reflect in writing on how the data related to the summer of 1816.
Granted, they didnt analyze this the way you or I would. But most students
were able to make the connection between the large eruption of Tambora in
1815 and the events the following summer where temperatures were
relatively cooler. A few students understood the impact sulfates have on our
atmosphere as well as the impact this event had on society.
The use of technology is definitely more efficient both for the
students and me. I was able to collect their assignments electronically and
grade them with a rubric that entered the grades into a spreadsheet. Now,
if the schools grade book would interface with Google Classroom, I wouldnt
have to enter those grades into Power Teacher by hand. The greatest gain
for me throughout this process has been the change in pedagogy in my
classroom with regard to how I use technology in the learning process.
Difficulties you encountered and the conclusions you have reached as a
result:
One of the hardest aspects of this project was finding a focus. I
knew I wanted to create a resource that would be useful to the teachers in
my district. I wanted to create a site to help teachers integrate technology
seamlessly into their classrooms. The purpose of integrating skills such as
reading, writing, or technology is to facilitate learning. If the strategy or
tool I use does not increase learning or make learning more efficient, then I
have wasted my students time and mine. When I began this project, my

mentor and I brainstormed a lot of ideas. My initial concern was that it

would just become a hodgepodge of cute tools and useless information. While
I was researching, I found myself going off on tangents. I wanted to find
the research behind each practice or tool. The vision for my site changed
numerous times. At first I limited myself to just a very few web 2.0 tools
with examples of how it could be used in the classroom along with some how
to videos. It wasnt until the District Office approached the 8th grade
English teacher and me about piloting Google Classroom with our students
that I was able to visualize my final product.
Successes you achieved and the new insights you have gained from
achieving them:
Throughout my internship I felt like I wasnt really working as I
should. Perhaps I should spend my time creating a product. Instead, I spent
a great deal of time reading and researching how other teachers used
technology. I spent even more time reflecting on how technology should look
in my classroom and thinking about how to create an environment that
provided my students with an authentic learning experience. In the end the
countless hours of reading and reflecting paid off. By implementing a variety
of tools in connection with teaching strategies that promote critical
thinking, I believe I have the experience to share with other teachers.
Anyone can create a list of cute tools to use with students. However, I have
tried and true strategies that I can share about how these tools will
promote student achievement. Google Classroom has been paramount in
allowing me to seamlessly integrate technology into the classroom. My
colleague and I have presented this information to the School Board at its
monthly meeting. We also provided a video, which reflected the students
ideas and experiences with Google Classroom. This was the tool I needed to
make technology integration work in my classroom. It has forced me to think
about new ways to teach the same content through the lens of technology,
reading, writing, and critical thinking.

Things you would do differently next time and why:

I wish I could change the time it takes me to process information and
come up with a plan of action. Over the years I have learned to manage this
by just creating what I need to do and then making the appropriate changes
as I reflect on what works and what doesnt; eventually it comes together.
My ability to monitor and adjust along the way far outweighs my ability to
see the big picture ahead of time. Another problem I encounter is knowing
what I want to create but not being able to explain or envision it at first. I
have to work with things in a tactile light in order to find the solution.
Another barrier for me continues to be locating scholarly resources.
This I have the power to change. I would like to become more efficient in
finding relevant research. This is an area where growth is very slow. I found
some research that I would like to have read but didnt find a free version
on the web. I would have liked to have spent some time at the USC Upstate
campus library to locate some of this information. This is a skill I need to
perfect if I choose to continue my education in a doctorial program
somewhere.
Interesting ways your experience relates to previous course work -especially unexpected or conflicting results:
Even though our classes have been a blend of technology and theory, I
still think of this degree in terms of creating technology. For me the focus
is always on the theory and then how I will use the technology to implement
the theories. At first I thought I might be way off in my thinking. After all,
this is about developing technology, right? Maybe not. In retrospect, there
is probably a reason the courses in this graduate degree are a good blend of
theory and technology.
I loved creating our video last year in your class, so I have been
working in Camtasia to create screen casts and videos to include in my
teacher resource website. I have also used a great deal of the theory we
have learned. Much of it just verified my intuitive style of teaching. I am
more mindful of using these theories in a purposeful way. Now when someone

asks why I chose to teach a certain way, I can quote the theory from which
the strategy came.
Strong emotions you experienced and why:
The first three emotions that come to mind are panic, frustration, and
relief. I was in a panic because I could not envision what I wanted to create.
I didnt want it to be superficial and I wanted to showcase technology
integration with substance: the kind of learning that would promote higher
level thinking, yet something that was easy to implement and would be
enjoyable for my students.
The frustration came from trying some of these things out in the
classroom. I would spend Considerable time in preparation so that in the
classroom things would go smoothly. I then enter the classroom confident I
have thought through every possible pitfall, yet one always seems to come up
for which that I dont have a ready answer. When you look on the positive
side of this experience, it allows for real world critical thinking and problem
solving not only for me but for my students as well.
The last emotion is relief. This emotion is brought on by the successes
I am finally seeing with the implementation of Google Classroom. Relief that
I have successfully navigated through two school visits one from Palmettos
Finest and the other from Schools that Work while working on my graduate
degree and being a mom to two very active boys. Relief that I have a final
product I am proud of; one that has the depth required for true student
growth. Finally, relief that a much needed break is around the corner and I
can spend a couple of weeks reading mindless fiction.