Consolidation
The Masters of Education (M.Ed.) capstone digital portfolio is an evidence of my personal learning during my time in the University of Ontario Institute of Technology (UOIT). In the last two years, I have been on a journey of self-discovery and this portfolio is the consolidation of my learning thus far. In this portfolio, I have focused on three major areas: Learning with Technology, Leadership for Change and Reflective Practice. Each one of the central themes are connected with each other and have an underlying relationship which is represented in the following Venn diagram. The Venn diagram consolidates the overlapping themes which have resulted due to the connection between the two central themes such as meaningful technology use, self-leadership and transformational leadership. The central topic that has resulted due to the overlap of the three central themes is 21st century skills.
The themes learning with technology and reflective practice overlap in the sense that for students to effectively learn with technology, the teachers need to select meaningful technological tools that can be used in a classroom based on the teacher’s knowledge and experience from their past teaching practices.As a reflective practitioner we teachers are constantly evaluating our teaching practice where after every lesson we think about what went well and what could be done better in the future lesson. We also asses our classroom practice based on the opinion of our students and honest reflection from ourselves. Today, as technology is changing our educational practice, we teachers need to be aware of the technologies that are available, how they can be integrated in specific lesson and the usefulness of them after it has been implemented in class. According to (Jonassen et al. 1999) the meaningful technology use can be defined as curricula utilizing authentic tasks that intentionally and actively help learners to construct their own meanings from thinking about experiences and allows for interdisciplinary learning. Thus, as teachers using the reflective teaching practice we need to learn to integrate and implement meaningful technology in curriculum teaching for effective classroom learning experience for the success of the students.
The themes learning with technology and leadership for change overlaps when implementing a change in the education setting. In order for changes to take effect the leader needs to be a change agent. The change agent can be working in any position in the school and must ensure moral uplift of all members involved. They should share mutually rewarding vision of success and power in the school community also. Today in order to implement technology in the classroom, teachers need to work as transformational leaders where they strive to provide students with access to technology to deepen their higher-order thinking skills. According to (Burns, 1978) transformational Leadership can be described as a personal attribute of leaders. A transformational leader inspires and energizes their followers to become their best selves. As a transformational classroom teacher we can encourage and stress the use of technology in our classroom where students will be benefited by learning with technology and the teachers will receive an opportunity to be part of the success of their students. Generally, the transformational leaders are known as change agents, courageous individuals, who believe in people, are value driven, have ability to deal with complexity, ambiguity, uncertainty and are visionaries. (Tichy & Devanna, 1986) Inside school when technology is implemented the teachers face complexity from different levels of the school community. Being a transformational leader the teachers need to be strong and should display courage to bring change in the school community by implementing technology which would be an essential tool in the teaching and learning process of the students.
The themes reflective practice and leadership for change overlap to provide a focus on the topic of self-leadership. Normally, self-leadership builds resilience, optimism, hope, and confidence by exercising emotional intelligence to regulate behavior and overcome setbacks. (Boss & Sims, 2008) As we involve ourselves in school in a leadership position we face different forms of crisis. To resolve the crisis we need to act based on the external factors that are present. If we regularly reflect on our leadership practice we would be able to understand the appropriate leadership measure that needs to be employed at specific situation. We need to focus on our true north (George, 2012) to stay focused on our work despite the difficulties that might come in our way. In exercising self-leadership I would be resilient and confident to take on any leadership role and by connecting with my emotional intelligence I would be able to face any barrier that might come my way and work towards a shared mission for the success of the student and school.
The themes learning with technology, leadership for change and reflective practice overlap to focus on the area of 21st century skills. According to (Bellinger, 2004) the knowledge and skills that are needed to succeed as an effective citizen, workers and leaders in the 21st century are critical thinking and problem solving; communication, collaboration; and creativity and innovation. In an educational setting, when individuals in a leadership position strive to establish change they strengthen leadership abilities by embracing diversity, fostering innovative practices, and employing effective instructional strategies that meet the needs of students, educators, and organizations in a socially and fiscally responsible manner (Skarzynski & Gibson, 2008). With today’s ever changing technological advancement when leaders in a school community implement change to resolve any crisis situation or innovation they develop their problem solving, communication and collaboration skills. The integration of technology in curriculum teaching allows an individual to exercise their critical thinking, creativity and innovation skills. The development of these leadership ability allows leaders to exercise their communication and collaboration skills to improve the students learning environment and their teaching practice. Generally, when individuals reflect on their leadership and classroom practice they develop critical thinking and problem solving skills. These skills allow individuals to realize their best practice and ensure them to decide on their new knowledge which can be applied in the future situation.
The themes learning with technology and leadership for change overlaps when implementing a change in the education setting. In order for changes to take effect the leader needs to be a change agent. The change agent can be working in any position in the school and must ensure moral uplift of all members involved. They should share mutually rewarding vision of success and power in the school community also. Today in order to implement technology in the classroom, teachers need to work as transformational leaders where they strive to provide students with access to technology to deepen their higher-order thinking skills. According to (Burns, 1978) transformational Leadership can be described as a personal attribute of leaders. A transformational leader inspires and energizes their followers to become their best selves. As a transformational classroom teacher we can encourage and stress the use of technology in our classroom where students will be benefited by learning with technology and the teachers will receive an opportunity to be part of the success of their students. Generally, the transformational leaders are known as change agents, courageous individuals, who believe in people, are value driven, have ability to deal with complexity, ambiguity, uncertainty and are visionaries. (Tichy & Devanna, 1986) Inside school when technology is implemented the teachers face complexity from different levels of the school community. Being a transformational leader the teachers need to be strong and should display courage to bring change in the school community by implementing technology which would be an essential tool in the teaching and learning process of the students.
The themes reflective practice and leadership for change overlap to provide a focus on the topic of self-leadership. Normally, self-leadership builds resilience, optimism, hope, and confidence by exercising emotional intelligence to regulate behavior and overcome setbacks. (Boss & Sims, 2008) As we involve ourselves in school in a leadership position we face different forms of crisis. To resolve the crisis we need to act based on the external factors that are present. If we regularly reflect on our leadership practice we would be able to understand the appropriate leadership measure that needs to be employed at specific situation. We need to focus on our true north (George, 2012) to stay focused on our work despite the difficulties that might come in our way. In exercising self-leadership I would be resilient and confident to take on any leadership role and by connecting with my emotional intelligence I would be able to face any barrier that might come my way and work towards a shared mission for the success of the student and school.
The themes learning with technology, leadership for change and reflective practice overlap to focus on the area of 21st century skills. According to (Bellinger, 2004) the knowledge and skills that are needed to succeed as an effective citizen, workers and leaders in the 21st century are critical thinking and problem solving; communication, collaboration; and creativity and innovation. In an educational setting, when individuals in a leadership position strive to establish change they strengthen leadership abilities by embracing diversity, fostering innovative practices, and employing effective instructional strategies that meet the needs of students, educators, and organizations in a socially and fiscally responsible manner (Skarzynski & Gibson, 2008). With today’s ever changing technological advancement when leaders in a school community implement change to resolve any crisis situation or innovation they develop their problem solving, communication and collaboration skills. The integration of technology in curriculum teaching allows an individual to exercise their critical thinking, creativity and innovation skills. The development of these leadership ability allows leaders to exercise their communication and collaboration skills to improve the students learning environment and their teaching practice. Generally, when individuals reflect on their leadership and classroom practice they develop critical thinking and problem solving skills. These skills allow individuals to realize their best practice and ensure them to decide on their new knowledge which can be applied in the future situation.