EDLD+5306+Reflection

**Self-Assessment**
EDLD 5306 marked the beginning of a journey that would take me from a well-adjusted career in the Graphics and Advertising field in a higher education market – to a more informed and knowledgeable advocate for supporting educational instructors with the technology and tools they need in teaching our “digital natives” in this 21st century.

Having no knowledge of the struggles within the educational system, my eyes were soon opened to the reality of our classrooms. I quickly learned that although my knowledge of technical systems and computer technology was great, my ranking was that of a “digital immigrant.” I learned from the fascinating writings of Marc Prensky (2005) that this ranking includes those that still have one foot in the past and one foot in the future. While I see a slight advantage in having knowledge of the way “it used to be,” there are still some time wasting habits that, for some, are hard to break (i.e. printing out all my assigned readings to study and highlight with a marker).

**Learn as a Learner**
In the assignments throughout this class, many terms were unfamiliar, as teaching has not been my career profession. However, learning how to analyze data using the Campus STaR chart and the Texas Long-Range Plan for Technology (LRPT); then producing faculty presentations related to those finds; posting the information and presentation onto a blog; and establishing a wiki reference site; have all been eye-opening for me. I had not realized how much time and effort went into making reports about a classroom of students, let alone an entire school district.

I have found a curious fascination in the findings regarding Prensky’s (2005) “digital natives” and “digital immigrants,” including the scientific data released about the brain development comparison between the two species. I have also enjoyed sharing my new knowledge with other “digital immigrants,” that have also found this new information mind-boggling.

Prensky’s (2005) digital native concept has helped me to understand the difficulty of reaching our modern students as he points out, “… are so different from us that we can no longer use either our 20th century knowledge or our training as a guide to what is best for them educationally.” I take great solace in knowing that I am not the only old-techie in our graduate class that has never heard of or used these modern-day Web 2.0 tools. In using these specific tools, we were able to more effectively collaborate and develop multimedia and online projects benefiting teachers in their classroom environments.

**Lifelong Learning Skills**
In this course, I was able to learn so much about the new digital educational field that is upon us. Not having children of my own at the elementary school age, I have not had the challenges facing many parents of today, trying to raise these little "digital natives." I have however, had the opportunity to see the same children at the college level, struggling along with their professors trying to manipulate the boundaries of the digital learning process. Not completely grasping the reality of the day-to-day struggles the professors were facing in their classrooms, I have now developed a better understanding and respect for those instructors. Those that are attempting to advance their knowledge and classroom presentations to embrace the new technology we have available for classroom instruction. I feel a great empathy for those professors and the struggles that they are battling in their typical work week and hope I can be a better support and encouragement to them in our future endeavors.

**References**
Texas Education Agency. //Long-Range Plan for Technology, 2006-2020.// []

Texas STaR Chart. Retrieved May 28, 2011, from http://starchart.esc12.net/history.html

Williamson, J., & Redish, T. (2009). ISTE's technology facilitation and leadership standards: What every k-12 leader should know and be able to do. Eugene, OR: //International Society for Technology in Education.//