Service Learning Reflection #4

I feel like this service-learning experience was really helpful for me. I sometimes struggled with some of the assignments, just trying to figure out "how" to do things that I've never done before. So that frustrated me at times, and I felt like I wasn't making connections about how some of the assignments would play out when it comes to actually teaching and being an instructor. It was helpful and interesting to see from a real teacher's perspective how these assignments could benefit instruction, and how an actual teacher was viewing the things that I was giving her. Since she was quite please and excited about some of the things that I gave her, it helped me see that when I'm a teacher, I will likely be able to see the more direct correlation to the service- learning assignments than I had been seeing on ocassion throughout the semester.

My cooperating teacher liked everything that I handed into her, but she especially like the work that I did on the UEN page as well as Pioneer Library. She was really surprised at all of the different ways those types of sites can enhance her teaching. She has already started using them more and is grateful that I showed her some of the best ways to do just that. She is frustrated in general because she will likely not have her job in January, and has already started looking for other jobs. So she's disappointed that now that she has even more tools to teach, that she may or may not be able to put them to use right away. But overall, she's satisfied with the things that I gave her and showed her, and is looking forward to implementing them sometime in the future. One of the things I could have done better was making sure things were more age - appropriate. Often times I was writing for high school students, when I should have been aiming more towards 6-8 graders which is what she teaches. But we made adjustments and it worked out just fine.

I gained a lot from the experience. I already mentioned what I gained from actually working with a teacher that has a job with a district presently. But I also gained quite a bit from the learning itself. This class was so unique from any other class I've taken at UVU and really got me out of my comfort zone when it came to learning. I had to revamp the way I looked at assignments and truly, learn everything new as I went along. The only thing I knew before this class was a little bit about PowerPoint and quite a bit about blogging. But other than that, I had to learn so much. But given that many of these things will be required and encouraged as I start teaching eventually, I would say it was absolutely worth all the struggle. So while it was hard, I'm glad that I have some new tools to implement in my future classroom - things that will truly enhance my instruction and get the students more and more excited about learning. Overall, a good experience, even though it was a bit of a sore thumb of the semester for me. :) I'm glad I did it, and I'm glad it's done!

Service Learning Reflection #3

Right now my relationship with my cooperating teacher is great. We have been able to communicate quite a bit about teaching in general, as well as some of the projects that I have been turning in to her. She's a little bit concerned about her job right now, which is so frustrating for her but has opened my eyes to some of the downfalls of the teaching field. She struggled getting that position (at a charter school) and now because a lot of students' parents have taken them out of the school, they are threatening to let go several teachers due to lack of funds. She's one of the newest ones at the school, so she's quite sure that her job isn't hers to keep. So we'll see how that goes. In regards to my projects, she felt the UEN page was really helpful. She commented that in her training as a teacher, they were only introduced to UEN but didn't delve into it the way that my page did for her. She says she intends on using it more now that she knows what kind of a resource it is. She also really appreciated the AIDS webquest that I did - especially since she was struggling figuring out a way to teach it. She wants to make a few adjustments but feels it's going to serve its purpose well, so that's a good feeling. Like before, I feel good about the service learning project. In retrospect, I do wish that I had chosen a teacher that was in my field. While its been informative to learn about how other subjects function, I think it would have benefited me to stick to English, so that I too could have been able to use some of these projects for my own use. But I've learned what I needed to learn and can apply it to my own subject down the road. Overall, its been a great learning experience.  

Podcasts

Podcasting to me is a new idea, and one that I need to learn more about as far as its uses in the classroom. The idea of audio in the classroom is not a new one, just the concept of actually creating audio for students. I can see this being a positive thing in the classroom because students can listen to you explain something outside the classroom. They can also go home and create their own podcasts for their own projects, and that student-centered learning is always a good thing. Any kind of media that kids can learn from, when used appropriately can be effective. The negative thing to podcasting is probably finding enough uses for it, but again I need to learn more about that. My own experience is that podcasting is just audio, but that's not probably the case. I can imagine that you can hook up a podcast to a power point, especially if it's loaded as an mp3. If this is the case, I can see a lot more use with podcasting.

In the Media class, a podcast has been used as an instructional tool outside the classroom - learning how to do something while you're sitting at home. So that was really nice, and I could see that being used in my own classroom. For example, I might assign students a project for the evening, but instead of having it in paper, it's in a demonstrative podcast/tutorial that they can follow along with. For my own podcast assignment I had students in the classroom creating their own podcasts that they would eventually share with the entire classroom. The benefit of this would be allowing students to create and share, therefore expanding the possibilities of their interest and their learning.

I could create a podcast about something that seems a little menial to English students such as grammar or something small, and instead of having them review in the classroom, where they may be bored or distrated, they can simply go home and get a lesson in their own bedroom. The benefit of this would be the lack of distraction, and the ability to start and stop whenever they choose, and to go along with the podcast as they do assignments. I'm interested in learning how this tool will be more beneficial in the classroom and I imagine as we go over the enhanced podcast, I'll be able to see further how I can use this to enhance the curriculum.

Service Learning Reflection #2

So far things are going well with my cooperating teacher. I have given her my multi-media campaign which she really liked. She did mention that I made it a little bit above grade level for her students, so she may make some alterations to the brochure that she plans on giving to her students. She mentioned, however, that she works with 7th and 8th grade teachers that have mentioned interest in talking to their students about cyber bullying, so she may just forward the artifacts over to them. Julie enjoyed reading the simple content area Power Point that I constructed about the basics of taking care of your body. She said that she could tell I put a lot of work into all of the artifacts and that she intends on putting most of it to use.

I feel like that has been a good experience for me. Sometimes I feel a little out of my element trying to create projects for someone other than myself. But it's also been helpful at the same time, to get me to think a ltitle deeper about what I'm creating and to make sure that it's actually applicable to a real life classroom. I'm most excited about the interactive Power Point, I think that's a great way to do a lesson plan for a day. I think even for high school students of my own someday, I'll use this method to maybe give them a break from me talking and let them get interactive with the lesson. I've thought of a couple of topics that might be a little more frustrating for students to learn, and that this sort of power point may make it easier for them.

• How do you feel about the service-learning experience to this point?

Google Tools Reflection

Documents/Presentations/Spreadsheets - I think this would be a really helpful tool, especially for sharing documents within a class. Actually, in this Media course, this was the first time I was ever introduced to GoogleDocs and I was confused on how it worked. I didn't get that there was a document that could be shared, added to, edited, by multiple people through the internet, with such simple steps. I think for group projects this would come in especially helpful. Not to mention the fact that students can use it alone to create and save documents, saving themselves from having to download it to a computer every time they want to work on something. I wish I had been able to use this a little bit more, and to have maybe a little more in depth walk through of it, but I'm sure over time I'll become more and more familiar with it.

Forms - This tool seems like it would be helpful for similar reasons as Googledocs. Collecting a wide range of information all in one form would be so helpful in a variety of situations. The first thought that came to mind is if as a teacher, I wanted to know some of the students' thoughts about a certain topic. I could create a spreadsheet and then ask them to go online and answer the questions, and all of their responses would be appropriately divided on my spreadsheet. Maybe this could be used to vote for something in the class, or to express an opinion about something that we've been reading in class. What I was wondering, however, is if there is a way to individually tell who submitted what? I'm sure there must be, in which case, there is probably a way to do some kind of online tests or quizzes through this very program. I can see it being quite useful for simply creating research projects documents such as graphs and tallies and spreadsheets about given information. It seems simple enough for anyone to be able to handle.

Calendar - I think if students were to make use of Calendar, it could be very useful in their own scheduling. They could easily write down homework assignments for all of their classes and keep it very organized in one document. But as a teacher, what else could be more useful than this? This Media course uses calendar for every assignment so any day of the week I can log on and see what I should be working on. I don't need my personal planner there, I just need the internet to see that week's assignment. I think what we've created with our online sites is going to be really helpful - the site itself of course, but the calendar within the site, full of all sorts of choices and options of how to lay out the calendar. This way, there's pretty much no excuse for students to feel that they weren't informed about an assignment.

iGoogle - iGoogle seems like a really great resource for organization. Right now, if I want to view everything that I use on a daily basis, I would need to go to five or six different sites, many of which would be accessible on this igoogle page. If I created one (which I probably will) as a teacher, I would think it could be very easy to stay organized with everything that I would have to keep in order. I could have my class website, my email, my calendar, simple reminders, the weather, and other favorite sites of mine. On a tutorial that I watched of iGoogle, they also showed how simple it was to not only navigate through this simple page, but to organize it, moving things around to where you want them to be, and making the most important things the biggest things on the page, or the most obvious. I could also teach my students about this, and see if they would have interest in this site. I'm not sure how I could make it applicable in my classroom itself (as far as content is concerned) but for my personal organization and pleasure, I've already started using it a little bit and think it's really helpful.

Blogger - Blogger is something that I've been using for years and love. I love how easy it is to use, and how I learned how to almost fully use it in a couple of days. I use it daily for journal writing and for a public blog of mine as well. Through this class, I was introduced to using blogger as a way of turning in assignments, which seems so helpful. Right now when I turn in assignments, I have to type them up, save them, email them to myself, go to school and print it, then turn it in to the teacher. It would be so much easier and more efficient for me at least, to be able to turn in all of my assignments on a blog. My question, however would be if it would be as easy on the other end of things. Is it that easy for the teacher to read 45 blogs when viewing an assignment? I'm pretty sure that Dr. Cox said that when she reads our assignments they all kind of funnel into one document that she can read. What about editing? Is it possible to edit off of blogger? Probably not. So my vision is that blogger would be a great way for students to do "responses" but not necessarily to turn in essays.

Reader - This is a tool that I have very little experience with but I can see how it could be helpful in a classroom setting. Something that came to mind is a class, having google reader connect your students to a variety of sites that you think would be helpful for their knowledge. For example, if you are reading a book that is hard for some students to understand, you could connect them through the reader page to sites that help explain it or give context when needed. You could have a site that talks about current events if that's what you want to do, or a connection to your own site so they see if there have been any recent modifications to your site. The nice thing is that you can also comment on the sites. So you could say, "Read the first two paragraphs, skip the third and forth and read the conclusion. Blog about your thoughts." This would be especially helpful for academic sites that you think are worthwhile, and students could again access it quite easily. If you don't use the interent a ton in your class however, this doesn't seem like the most reasonable tool to use in your classroom but has potential depending on the structure of the class.

Google Maps - I originally thought that google maps was only used as map quest is, to locate something or view a place on the screen. I didn't know that it had multiple functions. As an English teacher, I could see this being useful as I teach literature that was written all over England. As we read certain peices of literature from England and around the world, I could have a map set up to show where it took place. When the students click on that place, a video could pop up to show what happened there. Maybe an image of the author, the characters, some kind of explanation, etc. This sort of interactive map might make reading 19th century literature a little bit more interesting.  Another way that this could be used is as a homework assignment for the students. I could assign them perhaps to trace chapter 3 on a google map, and to find images for each place to demonstrate what happened there in the book. I could see this being really useful for a history class, and for English, it might be a little bit harder to find a way to bring this into science although I'm sure people get really creative. Interesting tool.

Google Earth - I love google earth; I don't have it on my computer but I really like it. I think just for personal use, it's so much fun to look around the world at different places and see what's happening there, almost real time. I also think it's fun to look at my address or my parent's address and to see pictures of their house come up. In a classroom, I could see this being a lot of fun (kind of like google maps) to show the students certain places that you are talking about. If you're discussing one of Shakespeare's theaters, wouldn't it be cool to type in the address and show the students what you're actually talking about? Or if you're talking about where Mark Twaine grew up, wouldn't students really find it interesting if you could pull up an actual image on the screen of his house? This seems more interesting, more detailed, and more interactive than just pulling out a text book and looking. Students can see what it's like today, and it may make it more meaningful for them. The tacks seem helpful too, how you can embed actual images into your map (like google maps but different) and demonstrate exactly what you're talking about.

Groups - This tool helpful in the same way that Google Docs does, only it seems a little bit more interactive with some other options that Google Docs doesn't offer. Obviously one of the best things that I could think of this being useful is for group projects, especially more long term group projects. I could have each group set up an account with google and that could be the main way that they do some of their research and sharing. I would like to be a member of the groups so that I could take a look at their progress, and this would help me to see who's doing what and how often. This would be interesting, because instead of saying "You have 3 weeks to do this project" and not knowing what's going on for three weeks, I could take a look inside. I could see every message, every attachment and every video that was added to the group and to see the steps that each student took to get to the final result. This is probably the best tool that I've seen for group work - in and outside the classroom. I can see also getting together with teachers and being able to share helpful information through this tool - lesson plans, interesting ideas, thoughts on a fieldtrip, announcements, etc.

Google Custom Search Engine - I really like this tool, especially for use in the classroom. It would be really useful to be able to direct your students to the internet for research, but for them to only come back with hits from the pages that you've selected. For example, if you love wikipedia, then use it. For me, there are literature websites that I think could be very pertinent to my class' research, but not necessarily every single English Literature website out there. So I could give my class an assignment, to do some research on Harriet Beecher Stowe, and have them answer some questions about her from internet research. But if they use my custom search engine, I don't have to worry about them finding random facts that may or may not be true, or that may or may not have any importance to the lesson. Not to mention for my own personal use, it seems like this could be really helpful for my own research and study, to save myself so much time while I'm surfing the internet. Perhaps instead of 10,000,000 responses to something I search for, there could be a couple hundred, or maybe less, from sites that I've already approved. Also, if you're asking your students to search something that could have multiple "kinds" of responses, this could weed out the inapprpriate ones.

Scholar - I see Google Scholar being helpful for some of the same reasons as the Custom Search Engine, only it can be used for legitimet research projects. This would be really great for students to have access to so that they could go about looking for sources, but already know that what they're searching through is going to count as a credible source. I think online research for many kids will come more naturally than going to the library and looking for books, even though I think they should both be used as tools for research. But this may be something that would help students be able to do some research from home, and to avoid having to filter out thousands of worthless informations. Also, you can narrow down your search quite a bit, making it possible to really get a detailed response from your search. My question would be, how do you give high school students access to this kind of a site? Would they have a password? Would they use a school's password or something? I ask because I know some of the academic sites aren't free, so there would have to be a way for students to have access to it without paying. Seems like a great tool though.

YouTube: This is a google tool that I have usually only used to listen to music on the computer, or to watch video clips. But through the last year in school, I have also found it's an interesting way to do some very light research. I can listen to interviews, look at "how to's" of certain things and so on. It seems that pretty much any thing that I want to see a short video on, I can hop on youtube and see something pretty recent about it. I feel like in a classroom setting, this could be an interesting way to get kids involved. It may not necessarily be the most advanced way of doing actual research, but high school students use youtube daily and I think they would really relate to any assignment involving it. For example, if we were reading "Scarlett Letter", maybe I could assign the class to find a youtube song that might be playing in the background of Chapter 7 (or something along those lines). For instruction, I could pull up interviews and current events for students to watch. And of course, there are tutorials for everything you can imagine on youtube so if there were anything particular that I wanted them to briefly learn about, it would be an easy way for them to do it.
Reflection: While learning more about these programs, I feel like the ones that seem to catch my eye the most are the ones that deal with actual document sharing such as groups, docs, blogger, document and forms. Those seem pretty commonly needed in any classroom and in lots of classroom settings that I can imagine. Any group projects, assignments, communication, etc. could become more efficient through the use of those tools. It's basically taking the things that we would normally do such as collect data, write documents, share information, read each other's work, etc. and compiling them in programs that make it all instantly accessible to multiple people, in a variety of places. So I can see it being used almost on a daily basis, whereas some of the other programs seem to be programs that I would pick out to use once in a while. Maps, Google Earth, Youtube, even Google Search Engine, seem really helpful but would be used for more specific units or projects. Overall, it seems that every tool could have some benefit inside the classroom, it's more a matter of when and how they could be used. Also, I wouldn't want to start using them until I had worked out all of the details and knew the well enough to use them seemlessly with the students.  

Service Learning Reflection #1

For my service learning project I will be working with Julie Bagley, a Physical Education Teacher/ Coach / Heath Teacher for K-6. Her phone number is 801-879-8303. She is a brand new teacher, and is working her first full time job as a teacher and so far is really enjoying it. She's excited to have somebody helping her out with a couple of simple projects this year, and hopefully I can live up to her expectations. I'm most excited about creating projects for something other than English, which is what I do for every other Education class that I take here at UVU. So taking on a new subject, and a new grade level will be really fun for me I think. At the same time, that's what I'm most nervous about too! I feel very confident writing projects and lesson plans for high school English students, so this may stretch me a little, but also open up my eyes to other sides of education. I just hope that the material that I present to Julie is done well enough for her to be able to use them, not just for me, but because she's counting on it too. So we'll see how it goes!

Beliefs.

        My personal beliefs about technology are two fold. One of the first things that comes to mind when I consider how I personally feel about technology with regard to teaching, is that it is absolutely going to be a part of my world, my children's world, my students' world, etc. There is no escaping it, if anyone was going to try. It is inevitably going to be one of the most used resources in our classrooms, and it seems eventually, one of the most prevelant in each one of our lives. So even though I didn't grow up with a computer and an Ipod and cell phones, etc. my students will. They will know what instant media is, and they will understand how vast the opportunities are to gain information with the touch of a keyboard. They will want and crave and learn best through media instruction. So no matter where I come from, and how little or how much technology I'm used to, digital and media communication and learning are going to be essential as I become a teacher within the next year.

     My second thought on pedagogy with regard to technology is that I don't think technology is the "say all" when it comes to learning. I don't believe that we can give our children a computer and have the computer teach a child everything that a teacher could. Technology can be an incredible resource, especially when used with guidance and moderation. But there are other parts to learning that are so incredible as well. Face to face communication, expression, socializing, physically interacting in the classroom, etc. are a part of learning and growing as human beings. Putting everyone behind a computer screen may make us computer savvy and uick with technology but it doesn't necessarily make us happy, communicative, socially mature individuals. I also believe in reading - actual textbooks - and writing - with a pen and paper - as a part of personal discipline and education. Not everything has to be instantly gratified - I believe a lot of what we do educationally should be a process of discovery, found within contemplation, thinking, meditation, trying things that don't work, and having to find the answers for ourselves. What joy can we find in the beautiful process of discovery if we simply went to Wikipedia.com? There is so much more to educating ourselves and our students than that.

Lessons Learned

Educating the Net Generation: How is it possible that students from ages 18-20 years of age use 20 hours of technology every single day? There are only 24 hours in a day, it seems so outrageous that we are plugged into technology for the majority of our lives. I'm 25, I wasn't born in the 50's or anything, and I feel like I'm pretty up to date with a lot of today's technology in the general sense. I can't imagine using technology for that many hours in the day. What about playing sports? Hanging out with friends and family in a face to face situation? Accumulating skills that have nothing to do with any type of keyboard? It also mentioned that 80% of students use it on a daily basis. This is definitely the technology era and we either get to embrace it or fall behind.

Why Integrate: "New tech tools for visualizing and modeling, especially in the sciences, offer students ways to experiment and observe phenomenon and to view results in graphic ways that aid in understanding.. students are more likely to stay engaged and on task, reducing behavioral problems in the classroom." It's an interesting perspective to look at it through these eyes- that viewing results in graphic ways can aid understanding for students. I guess I wonder if that's because they don't know anything else, and they have to see things graphically to actually uderstand it, or if it's necessary? Our parents didn't have to every little thing graphically to understand it. They read it in a book and they learned what they needed to know. It's just an interesting way to look at things.

21st Century Skills: This short acritcle gave an interesting perspective on the actual skills that are being developed as students use technology in learning. This particular quote stood out to me... "They're learning how to get along with others, how to manage a public identity, how to create a home page." It's true, that students who's learning is adapted digitally will learn a certain part of life that would otherwise not be exposed to them so early on. "Managing a public identity" - could easily come through Facebook at the age of 12. I'm not sure that I agree, however, about "learn to get along with others" - maybe so. But not in person. It's one thing to say that you have 500 friends online. But it's another thing to say that you have close relationships in real life, where people meet face to face and share and touch and interact one on one. There are just so many ways to look at it.

Online Teens are Learning Skills: In a similar perspective, this article represented media from a perspective of all of the benefits that can come from all of these many hours spent online. It seems so strange, however, that anyone would assume that the basically unlimited time that students spend using technology isn't at all a waste of time. I can buy that certainly some skills are being learned, as mentioned in the previoius article. But there are also a lot of things that are absolutely pointless that we do online. They mentioned that some parents like to limit the time that students spend on those things and I can't imagine what it would be like to have unlimited access, with nobody watching how much time you spend watching TV, or playing games on the internet. Because while some skills may be getting enhanced, so many skills are being left behind. What about running? Physical activity? It's not all about the "global" world, it's also about being happy, healthy people.

The New WWW: One of the quotes that I really liked from this article that to me, seems to sum up a portion of it, reads, "Children believe that getting whatever they want will make them happy. As adults, we know otherwise." The article talks about instant gratification and I really like reading it. Children these days do feel that everything they want is at their fingertips, and it becomes very problematic for some if they don't get it. I'm not much older than the students in high school but I can see how that "instant gratification" could yield some problems down the road. Life isn't about getting what you want all the time. The article goes on to say that child stars, who truly are given everything they want when they want it, for the most part ends up causing huge trials for these people down the road. If we are going to provide technology and sort of instant, constant media for our children, then it must be meaningful. We can't just give them endless resources to do absolutely anything they can imagine and expect that they'll guide themselves appropriately. They need morals, discipline, and they need to be able to recognize technology as a tool - not as a relationship.

Engaged Students: This was probably my favorite of the videos/articles. I feel like it opened my eyes, even if only for a few moments, to how our world is changing so quickly. From talking about India and China, becoming the largest English Speaking countries in the world, to the fact that 1,000 words are added to our dictionaries every single month, it shows that the world as we have known it will drastically transfigure between our generation and the next. It talked about "Instant Information" and multimedia being the world that they live in, and contrasted today's classroom to the classroom that I grew up in, especially in elementary school. No matter what we think, or how we resist technology, if we don't give it to them in the classroom, they will learn it at home. So a strong part of me thinks that we need to be actively involved in the technology world if we are going to access the very nature of our students' learning.

Games: This was yet another perspective on the skills that are potentiall gained from the active use of technology. It talked about a student who was very introverted, and never participated in class. Once the teacher opened up his classroom to online networking, she became one of the most active students within the classroom. She commented constantly and posted opinions about whatever was on the subject board. Perhaps without that resource, she would have never felt comfortable expressing herself. It talks about networking, and all of the many opportunities that the internet gives students to get to know people globally, and to network within those online communities. Given these perspectives does help me to understand that technology for our children isn't necessarily the scariest thing to imagine, or a black hole of pointless information that we are spoon feeding our children. There are, perhaps, with guidance, many quality positive things that can come from the use of modern technology, even in our very own homes and classrooms.

Strengths and Weaknesses

When it comes to technology, I feel like my weaknesses stand out much far more than do my strengths. While reading over the ISTE, I initially felt a little overwhelmed by the expectations for teachers and the digital world, since in my opinion, I have so little experience with the digital world, especially in comparison to so many high school students today. Even though I went through school in a very technology centered era, the majority of my teachers still had very traditional classrooms, that used very little media other than an overhead or word processing for essays and such. At home, it was the same thing, and so I have sort of gotten through life knowing that there is more technology out there, but I don't jump at the opportunity to embrace it in my every day life.

But that was just my first instinct, to say that I can't offer much at this point in the digital department. However, after some contemplation, I realize that I'm not quite as inept as I make myself sound. For example, in the first standard, "Facilitate and Inspire Student Learning and Creativity," I found that I may have something to contribute to it. It reads, "promote, support, and model creative and innovative thinking and inventiveness." I feel like in my life, while not always technology-centered, I do search for ways to be creative and innovative whether at school or in my every day life. I can take that desire for innovative thinking and apply it to the digital world. I also appreciate and can grasp the idea that it's important to promote student reflection using collaborative tools. Collaborating with tools can make all the difference for students. Each student has strengths and weaknesses, and allowing them to collaborate from a variety of sources makes it so that while they learn some new things, they can also apply their skills with other devices.
Finally, where it reads, "model collaborative knowledge construction by engaging in learning with students, colleagues and others in a face to face and virtual environment," I found something most interesting there. To me, this is essentially "group work" - the process of working together as a team to discover. Some people resist group work, and on some days I do too, but overall I can recognize the importance of it. What stands out, however, is the "face to face and virtual environment" part. While I may not have a lot of experience with the most up to date technology, virtual environments play a bigger part of my life than I initially thought. Facebook, email, blogging, skyping, etc. are all virtual environments essentially, that I have embraced for years. And I can see the impact that they can have on our lives, our creativity and our productivity. What I need to learn is how to apply this more specifically in a classroom setting, with specific goals and objectives to accomplish using this resource. But I would consider this a strength of mine, that the virtual environment is absolutely not a stranger to me, while I have much more to learn about it.

As far as my weaknesses go, one of the standards that stands out is, "exhibit knowledge, skills and work processes representative of an innovative professional in a global and digital society." I feel that I have the basics down: technology is inevitably a part of our educational world. I know there's so many opportunities out there that I haven't taken advantage of. However, at this point I cannot say that I could exhibit knowledge and skills representative of a professional in a global society. I feel that I'm more of a "learner" in a global society but I in no way of mastered the art of applying my skills in a digital world. It goes on to say, "demonstrate fluency in technology systems" - which I would say is another weakness of mine. So while technology has played a part of my personal and educational life for quite some time, I don't feel that the "fluency" has happened yet. So as a strength, I'm willing to embrace the future of the digital world for the most part. But as a weakness, I still need so much instruction on what's out there, and how to use it in a classroom setting.

Goals:
1) I need to be instructed on some more of the tools that are available to use in a classroom. I need to learn specifically what is expected of me as a teacher in the 21st century, and the specific tools that will benefit students the most in my classroom. I can use my skills that I have already learned and apply them to new technology, but I absolutely need to gain a better foundation of what is out there and how to use it in a classroom setting.
2) I need to familiarize myself enough with the use of the digital world and technology in the classroom enough to be able to use it on an every day basis, not just when trying to meet the minimum standards expected of teachers. I need to recognize that even if the classroom that I was taught in high school wasn't digitally based, that the classroom I will teach in, will likely be so.

Essentially -Learn what's out there. -Get comfortable using it.