Comprehensive Reflection Script

Title: ETC 447: Comprehensive Reflection Northern Arizona University
VIDEO	AUDIO
Slide featuring the title and author name.	Narrator: Comprehensive Reflection for ETC 447 at Northern Arizona University. Authored by Bryan Williams Paulsen.
Slide featuring a screenshot of my philosophy of education.	Philosophy of Education Narrator: The ISTE Standards for Educators present an emphasis on incorporating technology as a means of both improving one’s abilities as an educator and enabling students to succeed in an increasingly technologically oriented world. This dovetails with my philosophy of education that was written at the beginning of the course. Technology is a wonderful tool for inspiring the motivation needed for students to learn, so it is compatible with my vision and serves to reinforce it. My desire to turn every student I teach into a “Renaissance Man” requires they be able to skillfully use technology in the pursuit of furthering their academic development. With technology providing the best means of accessing information, its integration makes it more likely that my educational philosophy can be actualized. Overall, the enhanced understanding of technology integration granted by this class served to provide an additional means of ensuring students receive the education they both deserve and need.
Slide featuring a screenshot of TPCK discussion post.	Learner Narrator: The ISTE Standard for Educators focused on learning is all about recognizing that an educator’s practice is never perfected and that additional information regarding the integration of technology in the classroom must always be pursued. This necessary learning can be achieved from working with fellow professionals or staying current with relevant research. Narrator: The Technological Pedagogical Content Knowledge framework provides a strong foundation for improving the practice of educators. An educator is not meant to be an individual that remains unchanging in their practice but rather a person that continually pursues and incorporates new information to improve their practice. With technological growth always accelerating, it is imperative that its progress is monitored so that new knowledge of it can be used in the classroom. As such, it is necessary for any educator to continually review research that successfully finds new ways of applying technology in the classroom in the pursuit of improving student learning. I will be using resources such as the databases at NAU’s Klein Library to continue learning about integrating technology into the classroom. Narrator: While research will always identify potentially useful pedagogical approaches, every classroom presents a unique environment in which it must be field tested. An educator must not fear innovation, but they must always be ready to reflect on the efficacy of what was implemented. Narrator: The field of education represents a vastly interconnected domain representing a broad spectrum of experiences and abilities. Already at Northern Arizona University, maintaining contacts with professors with a tremendous amount of teaching experience indicates my willingness to form learning networks. Their practical experience will doubtlessly help to minimize the potential number of mistakes that may be made with the implementation of technology in the classroom, or any other endeavor related to the profession. Narrator: In my classroom, this standard will become evident as my teaching practices incorporating technology gradually evolve over time as my knowledge expands, experience accumulates, and reflection separates what works from what does not.
Slide Featuring Micro Lesson 1	Leader Narrator: The ISTE Standard for Educators focused on leading is focused on serving as a model for using technology, daring to try new methods in the classroom, acting as an advocate for student access to technology. Narrator: Man must be the master of the tools he would use, and masters must lead their apprentices to become capable wielders of those tools. With this understanding, a teacher must take upon themselves the responsibility of both having a clear vision regarding technology in education and advocating for that vision to every party potentially affected by it. My vision as a leader involves having a class of my own, identifying the needs of that class, and advocating for whatever resources are needed to allow them an opportunity to succeed at the highest possible level that can be attained. Narrator: The most straightforward way of advocating for a vision is to be a living example of its actualization. While I do not yet have my own classroom from which to act as an exemplar to professional colleagues, my mentor teachers and professors have provided me with information on the technological tools they use to enhance their teaching. Thankfully, they have also given their perspective on the successes and failures of what they have tried, so I stand ready to support student empowerment by being the leader I need to be regarding technology once I have a classroom of my own. Narrator: The students found in every classroom come from a tremendous variety of backgrounds. Naturally, this means access to technology varies across the population. However, the spirit of a free and appropriate public education mandates that all students have equal access to the technology needed to succeed in school. To address the issue, identification of organizations within the community that can help ameliorate issues with access to educational technology is necessary. Narrator: In my classroom, the example of my leadership will be that all students have equal access to technology due to my efforts to procure what they need.
Slide featuring Global Digital Citizenship scenario	Citizen Narrator: The ISTE Standard for Educators focused on being a citizen emphasizes the spirit of working on original intellectual work for the betterment of others, promoting a culture of learning incorporating technology, and teaching others how to responsibly use technology to interact with the world. Narrator: The spirit of Northern Arizona University’s dual certification program is one that has modeled being a good digital citizen. The cohort to which I belong has worked together to share original intellectual work to produce everything from lesson plans all the way down to collaboration on issues affecting the populations we can expect to work with. Narrator: The Micro Lessons taught for ETC 447 allowed insight into how online resources can promote a student’s curiosity and digital literacy. These concepts are not limited to older students but can be implemented with even the youngest students one may work with. The regular usage of technology in these lessons helped the student in their personal development of a learning culture that is inclined toward technological aptitude. Narrator: The Global Digital Citizenship scenario crafted for ETC 447 was conceived to help give me an understanding of the necessity of informing students of how to properly use technology to better protect themselves. Aside from protecting themselves, it was also useful for highlighting the need for mentoring students on how to make sure they do not end up on the wrong side of the law because of their use of technology. Narrator: In my classroom, students will be purposefully taught about global digital citizenship so that they can benefit from interactions using technology while avoiding negative repercussions associated with its misuse.
Slide featuring Technology Integrated Lesson Plan	Collaborator Narrator: The ISTE Standard for Educators focused on collaboration promotes working together with others to improve professional practice and remembering that students can also be contributors to the process of solving problems. Narrator: My cohort peers have been indispensable for helping to provide ideas for using technology in lessons. The many lessons they have written and shared across the many courses I have shared with them has made me aware of resources that I would have never come up with on my own. Moving forward, staying in contact with them will allow their experiences to be helpful in my attempts to use technology to create authentic learning experiences for my students. Narrator: Working as a substitute teacher has been enlightening as it concerns the technological prowess that students are already capable of at a young age. I have leaned on their knowledge to modify class instruction in a way that is both effective for them and efficient for the execution of a lesson plan. Students are not to be underestimated! Narrator: In my classroom, students will be encouraged to offer their own knowledge of technology usage to solve problems or otherwise navigate the curriculum.
Slide featuring Micro Lesson 2	Designer Narrator: The ISTE Standard for Educators dedicated to designing is all about using technology to adapt lessons to individuals, crafting activities that promote meaningful learning, and daring to try new things to promote student learning. Narrator: The Micro Lessons done as a part of this course compelled me to create learning experiences that were both relevant to the student and personalized to their needs via the usage of technology. This will continue to be an integral part of my professional practice as I witnessed its effectiveness when implemented properly. Narrator: The new possible models of instruction made available by using technology mean that I can use technology to relay additional information and allow students to interact with the curriculum in ways formerly impossible. I intend to try out blended learning as a way of further enriching gifted students that do not feel adequately stimulated by the current curriculum. Narrator: In my classroom, technology will be used to individualize instruction according to individual needs. The existence of academic programs such as IXL and Aleks serve to ensure every student will be working on skills they need rather than just what the general curriculum mandates.
Slide featuring ISTE Standards for Students Cover Page	Facilitator Narrator: The ISTE Standard for Educators that describes the facilitator is all about using technology to create a culture of student ownership of learning, challenge students to engage in higher order thinking processes, and allow for students to use their creativity to express what they have learned. Narrator: The ISTE Standards for Students focus on the development of the student in combination with the usage of technology. The teacher is meant to facilitate that development and enable students to take charge of their learning. I achieved this during Micro Lessons 1 and 2 by facilitating student usage of technology to meet their learning goal. Narrator: Challenging students to engage in higher order cognitive processes means giving them a problem that does not have a simple solution. As an eventual middle school social studies teacher, I intend to give my students complex social problems to propose solutions to that will require creative usages of technology to devise solutions to. Narrator: In my classroom, I will facilitate student interactions with technology to enhance their learning experience and to allow them to steer the direction of their learning through projects that encourage creative exploration.
Slide featuring Chess Book	Analyst Narrator: The ISTE Standard for Educators elaborating on analysis dwells on using technology to provide alternative means for students to demonstrate competency, create assessments appropriate to individual students, and using the data generated by the assessments to guide future instruction. Narrator: As I fully understand from having performed extensive analysis that culminated in authoring the chess book pictured here, there are a great many ways for people to do the same activity in a manner that is best suited to their abilities and needs. Knowing this, students need ways to express learning that plays to their strengths, and I will use technology to enable them to do so. Narrator: Assessments need to be valid and reliable for each student, and I will use technology to help create assessments that are adapted to student needs. If a student has cognitive deficits that affect reading and it is a social studies lesson, then I will accommodate them by providing audio of the reading so that they can be assessed on their knowledge of the social studies topic rather than having their grade suffer due to reading difficulty. In turn, the data from these assessments will guide the feedback I give to students and serve to adjust future lesson planning. Narrator: In my classroom, I will use technology to administer assessments that allow students to express their knowledge in ways that most accurately convey their knowledge.
Slide featuring the words “Thank You!” and Marcus Aurelius quote.	Closure Narrator: ETC 447 was a wonderful course, and I would like to thank my cohort and Professor Fernandez for their time this semester. May all of you have a fantastic summer.