Carrie Devlin
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Just a Thought

NLP- Final Post

6/25/2022

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Week 1 & 2: 
When I began this project four weeks ago I was not certain that I could produce the expected final product. Learning a brand new skill only using digital/media learning platforms such as Reddit, Mashable, Twitter, YouTube and online help forums was overwhelming. My preconception coming into this project was one of doubt, in myself. Therefore, I created an achievable learning goal, which was knitting a basic beanie. This learning strategy supported me by shifting my focus onto my specific needs as a learner to help me take control of my own learning. Bransford et. al. reminded me that our intelligence is malleable and in order to achieve a “ firm foundation of factual knowledge” I would need the subject matter presented in multiple forms (2000).  These were actionable steps that I could accomplish. I did this by creating a Network Learning Tracker. 
 
When learning a new concept or idea, I immediately turn to what I already know to activate my background knowledge to support me. For this project it was Youtube. At the time, I also noted my resistance to the other ed. tech. platforms, which appeared to be daunting. I had not expected this mental challenge or fixed mindset to surface so early in the process. This gave me pause in considering my students and their learning process when they are introduced to a new concept. What helped me to overcome this first ‘mental’ hurdle was drawing upon our readings in Week 2 through the lens of effective learning. Bransford et al. highlights effective learning as being in a “deliberate practice” of the task, monitoring our “learning experiences”, and receiving feedback that focuses on our understanding of new learning (MAET, 2022). Again, these were actionable steps that I took to support my learning and progress. 



Week Three: 

Through the lens of TPACK, I also explored how learning was presented and what digital mediums supported that learning.Through digital exploration, I began to grow my Technological Content Knowledge (TCK) alongside my Technological Pedagogical Knowledge (TPK) to develop a discernment for which digital platforms could be utilized for specific types of learning. Thus, supporting Bransford et. al’s. idea of personalizing learning environments (2000).  Mishra and Koehler’s approach to learning/teaching through technology integration using the TPACK framework challenged me to think about “the complex ways” in which technology can be taught and learned in school (2006). 


Week Four: Reflection 
One thing that surprised me through this learning process was that by week 4 my 21st Century Learning Skills were being developed in new ways. For example, some of the challenges that had felt overwhelming in the beginning weeks were now more easily navigated. When I had a question or was unsure of the next step, I could consult my NLP Tracker, PLN or my blog to generate problem-solving ideas. I noticed that I was open to learning more about media platforms that in the beginning made me uncomfortable and I avoided. Additionally, Dweck’s idea resonated with me that learners are more likely to persevere when they are motivated and focused on learning versus on the performance or in this case the end product (MAET, 2022). As well, I felt successful because I no longer had a fixed mindset. For example, I dropped stitches several times and instead of getting stuck in the problem, I was motivated to consider different ways to approach this problem. I did this by stepping out of my comfort zone to explore other social media platforms like Mashable. This was a significant shift for me. With persistence and time on task, I grew my 21st century skills like, growth mindset, critical thinking, self determination and problem-solving.

The Future:
The finished product is a positive by-product and bonus of this experience. In the future, I will apply this knowledge of network learning to my students by intentionally embedding educational technology to personalize their learning. I would also like to support my technology director by providing teachers with professional development (PD) opportunities in understanding technology integration inside the classroom and making student-centered digital learning a priority.
Resources:
Bransford, J., Brown, A.L. & Cocking, R. R. (2000). How people learn: Brain, mind, experience and school. National Academy Press.
http://www.nap.edu/openbook.php?isbn=0309070368.

Devlin, C. (2022, June, 19). 21st century learning skills. [Comment]. 
Specialeducationld.org.https://www.specialeducationld.org/blog/the-rub-on-21st-century-learning

Devlin, C. (2022, June, 19). Blog. [Comment]. Specialeducationld.org.
https://www.specialeducationld.org 

Devlin, C. (2022, June, 3). Network learning tracker. [Google Spreadsheet]. https://docs.google.com/spreadsheets/d/13YEqI6TjqqTE6YFp4tJsCKI6-bJh333gsCOFVfWuY-g/edit#gid=0

Devlin, C. (2022, June, 25). NLP final video. [Video]. 
YouTube. 
https://youtu.be/OtgPa2jcXMQ 

Devlin, C. (2022, June 25). NLP Flash Cards. [Google Slides]. 
https://docs.google.com/presentation/d/1ZA8g531_XtYx34AH9RYXV199cOAedsnhNkRbTafJyIY/edit#slide=id.g1f5a554dbf_0_317

Devlin, C. (2022, June). PLN. [Comment]. Infograph.vengage.com.
https://infograph.venngage.com/ps/pRwUSu0yGE/carrie-devlins-personal-learning-network

Devlin, C. (2022, May, 29). TPACK. [Comment]. Specialeducationld.org.
ttps://www.specialeducationld.org/blog/classroom-support-or-constraint


Masters of Art in Educational Technology. (2022, Summer). Course Content from Unit 1: 1.2: Explore learning and understanding. Michigan State University, CEP 810: Teaching Understanding with Technology.
ttps://d2l.msu.edu/d2l/le/content/1598284/viewContent/12441558/View 

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Michigan State University, CEP 810: Teaching Understanding with Technology.  https://d2l.msu.edu/content/enforced/1598284-US22-CEP-810-731-222510681-EL-14-204/Unit%202%20-%20TPACK/Mishra_Koehler_2006_TPACK.pdf?_&d2lSessionVal=s3OPavAvmwmT67nFEm8DMCS4I&ou=1598284


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​  Start at the Beginning

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Have you ever just wanted to skip over the whole process of being a novice learner? All of the mistakes, the uncertainty, cringeyness, lack of confidence, and general messiness of the learning process. A necessary place to begin. 

I found this video years ago when I first started teaching. Many of my days felt like this:  The Novice 

One main difference between experts and novices is that the expert’s organizational knowledge enables them to readily and efficiently identify patterns in order to ‘chunk’ information (Bransford et. al 2000). This ability provides experts to view a problem from a conceptual perspective or with the intent to understand the issue.
 

Another difference between the expert and novice is the expert's ability to efficiently and fluently retrieve knowledge to support problem-solving in new situations or learning. In my early years of teaching, I struggled with identifying students with academic disabilities (SLD). It is like a puzzle, yet the pieces are scattered and sometimes hidden. It was challenging to analyze the data and identify their learning patterns. As my content knowledge increased so did my pedagogical knowledge. As my PCK grew, my thinking changed in regards to teaching and learning. Therefore it would stand that as we learn to understand technology integration, we grow our understanding of its connections to our pedagogical content knowledge. 

Another tell-tale sign of the expert is their ability to adapt their knowledge and teaching to any classroom in any given opportunity. In fact, I would suggest that experts often look for opportunities to adapt their skills to a variety of teaching and learning settings. Experts are the artisans of their craft. 

​The novice must step out of their comfort zone to grasp these foundational pieces of learning in educational technology and technological integration in order to access a deeper understanding of how our PCK connects to technological knowledge.

To read more: revision2_cep_810_unit_1.pdf


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References, Media, and Image Credit: 


Bransford, J., Brown, A.L. & Cocking, R. R. (2000). How people learn: Brain, mind, experience and school. National Academy Press. http://www.nap.edu/openbook.php?isbn=0309070368.

Sagar, D. (2022).  [Photograph/Abraham Maslow Quote]. Quotefancy. quotefancy.com/quote/1010022/Abraham-Maslow-You-will-either-step-forward-into-growth-or-you-will-step-back-into-safety
 
Trending Happiest (2016, November 28) Trying to get through my day. [Video]. Facebook.  www.facebook.com/watch/?v=1897402760481052&ref=sharing ​



Photo used under Creative Commons from Didier Bigand
  • Blog
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