End of Semester Reflection

 Over the past five weeks, I've gained valuable insights into integrating technology into the classroom, particularly while teaching the subject of light and optics. Exploring the synergy between these scientific principles and technology, such as computers, iPads, and Smartboards, has been both fascinating and beneficial for students' learning experiences.

In the field of physics, where grasping intangible laws can be challenging, technology plays a pivotal role. I utilized PHET simulations to elucidate concepts related to rays of light, as well as the laws of reflection and refraction. These simulations provided students with a tangible understanding of how light interacts with various materials and travels. The use of simulators proved indispensable, bridging the gap between abstract principles and concrete comprehension in the study of light, a concept inherently elusive.

Integrating assistive technology further enriched my teaching practice. Students were empowered to leverage tools like immersive readers, speech-to-text, and autocorrect during tasks. Immersive readers proved effective for text comprehension and editing, allowing students to listen to their writing and identify errors. Typing, facilitated by autocorrect, significantly improved the output of knowledge for struggling writers. Speech-to-text technology also played a crucial role in enhancing students' ability to articulate and express ideas.

However, a crucial lesson I learned was the necessity of a backup plan when incorporating technology into lessons. Given the inherent unreliability of technology, educators must be prepared to seamlessly transition to alternative teaching methods to ensure an effective learning experience for students.

Addressing my burning question on the diverse impact of technology on students, I discovered a delicate balance between integrating technology and preserving traditional learning methods. For instance, in a lesson involving text annotation and scientific writing summaries, students used traditional tools like highlighters and pens for annotation, while employing technology for the output of their ideas. This approach accommodated different learning needs, particularly benefiting those still developing writing and spelling skills.

As I reflect on the broader question of how educators can discern when technology genuinely enhances the educational experience, I believe effective assessment tools play a pivotal role. By evaluating the impact of technology on student learning outcomes, educators can gauge its efficacy. Additionally, proactive classroom management, including clear expectations and engaging lesson plans, mitigates issues of students misusing technology during instructional time. Implementing measures such as a Responsible Use of Technology form, serving as a contract, helps hold students accountable for their actions and fosters a focused and productive learning environment.

Throughout the semester, I actively engaged in collaborative efforts with my peers, fostering a reciprocal learning dynamic. An insight I gained was the discovery of the app called Seesaw, shared by a fellow student from Calgary Academy. This app emerged as a valuable tool for differentiated assessments due to its robust built-in assistive technology capabilities.

In turn, I contributed to the collective knowledge by introducing ChatGPT as a resource for crafting mentor texts and streamlining the text-editing process. This tool not only proved to be efficient but also enhanced student learning experiences. Sharing such technological insights with my mentor teacher and peers underscored the collaborative spirit, creating a rich exchange of ideas aimed at improving our teaching practices.