Technology Journey

I have had technology in my life as long as I can remember, and consider myself to be fairly comfortable with technology. I can figure out how to work unfamiliar technology and am a person that other people come to for help with technology. I am pretty good at problem solving and have even built my own computer. All of it started with video games, and I feel grateful that my family let me spend so much time getting comfortable with technology and that they fully immersed me in our digital world.

I got my first computer from my dad. I begged him to get me one because I had been playing on the PlayStation 2 with him for years playing Madden 2006, but really wanted to play Minecraft. He got me a MacBook, which of course is to anyone who knows technology knows it for being the worst computer for video games, but it was okay. I made it work, and it functioned well enough for what I needed it to do. I used that laptop all the way up until college. I also got a desktop computer in high school that I loved. I played tons of video games on that desktop.

The major use of technology in my life was definitely video games. I bonded with my friends by playing video games when we got home from school. We talked about games at school. All of my free time was spent in the basement playing games on my desktop computer. I had no problems using technology as it was needed of me growing up. I also used technology at Chick-Fil-A, where I worked in high school. We had to clock in and take orders on their computers through a POS system. I was definitely someone that teachers and students alike asked for help when something was malfunctioning. I did take computer classes in school, however most of my skills were self-taught. My motivation for taking the classes was that for a long time I was pretty sure that I wanted to study computer science. Once I got to coding, however, I realized that I was completely wrong. I hated coding. Instead, I decided that I would go into math.

My teachers used games in class sometimes, which was always my favorite. They also used projectors for guided notes. I definitely incorporated that into my class. My lessons are guided with Powerpoint and I use Desmos to create resources and exercises for my students. I also often create video models and reviews to hand out to my students. Some of my fellow Teach For America teachers have also had me make them worksheets through Desmos. My school gave me a computer and that is the one I use in class.

I don’t have much trouble integrating technology into my classroom. Since Rancho provides a computer and projector, and the students are given computers, it is pretty easy to set up Canvas and help students access the materials that they need to succeed in my class. I imagine it can be more difficult in elementary school, where students do not yet have basic computer skills. I think computers are fairly crucial to being able to teach and I don’t know how a teacher could teach without a computer. I also think my projector is necessary for my lessons. I will say that I do not use the smart board in my classroom. Personally, I have always had a computer at my disposal and I have always known how to use Excel. I definitely don’t use the minimal coding that I learned in high school. I still remember how to do some of it, but I never got into it and don’t particularly enjoy it.

I think basic math skills are needed for teaching. It can help to be able to tell a student which assignments are most important and can help their grade the most, if a student wants to know. I think teachers should be able to make a coherent power point presentation and should be able to print worksheets and make copies. I think they should understand the difference between formative and summative assessments and be able to balance their grade book to best demonstrate what students have learned. I definitely have noticed a digital gap between my students and myself despite being not even ten years older than them. The biggest thing that I have noticed is that students view technology as a thing to observe rather than a thing to use. They don’t know how to use the technology given to them but do know how to scroll Instagram. They don’t know about the settings that are possible, though, even on apps that they are familiar with. They don’t know how word processing software works, and their knowledge of technology is very surface level–almost as if technology were magic.

In general, I think that I am incredibly immersed in the digital world of modern society. I am proficient with computers and common computer programs. I think video games set me on my technological path and are to thank for my interest in all things digital. I am excited to see what other tools I can add to my skill set from this course.

I think the biggest thing that I have learned in this course is patience. I have done  assignments with the tools provided for every single assignment previously in my computer science classes, so they were very easy for me, but my girlfriend needed a lot of help. I had to be patient in helping her through the various assignments to make sure that she understood them and could ultimately complete them herself.

I don’t think my confidence level has changed much because it was already so high as a result of this class. I have already used and completed tasks with all of the various tools provided in these assignments. I also have not really shifted my view on computer science education, except that I now know how to keep it accessible to students with disabilities and know how to make sure my English learners understand how to use the technology, too.

I think the most critical issues about computer science education, educational technology, and instructional design all relate to student learning and perception. It is easy for educators to assume students already know how to use technology since they grew up with it, but the skills should still be taught. Additionally, students need access to technology, solved by schools providing laptops. Finally, student distractions in the classroom can contribute to technology misuse.

I preferred the interactive assignments to the written assignments. I am a math major, and don’t like writing papers. I also didn’t find the written reflection helpful. The discussion posts were alright, though. I liked hearing from my peers. The written assignments like this one are the most challenging. I did not find a project difficult to complete, but scratch was the most time consuming. I didn’t have a new technology skill to reflect on, since I have previously completed all of these tasks. I have already incorporated many of these applications into my classroom assignments and plan to continue to do so, especially using Desmos as I have previously reflected.

I appreciated that we were expected to incorporate student diversity into our assignments and classrooms, since my students come from diverse backgrounds very different from my own. I also had to shift a little bit from just being a technology professional into being a professional technology teacher. I found it valuable to incorporate technology into my teaching practices before this course and still do after this course. I especially try to be a community-builder in my classroom.

I am definitely a competent teacher with advanced technology skills and I define my identity as such in regards to the technology-based learning community that I have in my classroom. I think compared to my peers I am one of the more advanced teachers in regards to technology usage and pride myself on being a knowledgeable resource for the ones struggling through this course. I know this community has a range of experiences, so it feels good to help the others in the class. I also enjoy helping my students tackle technology challenges. Learning occurs through the productive struggle that my students face as they master technological skills. Incorporating technology into assignments and the classroom forces them to obtain technology fluency and use computational thinking.

I think the most growth I have had during this course related to me helping my peers and my students gain technology skills. I adapt to change well in general and didn’t find much need to adapt to the demands of this class, since it covered skills that I already had. However, I remain open to advice and encouragement like that that I received from the discussion posts throughout the course. I think I will definitely be able to help my students succeed in this digital world that we are all a part of.

Overall, I found this course fairly easy, although work-intensive. Since it was skills I already knew, it would have felt like busy work had I not made a point to reach out to my peers and serve as a resource to help them with their assignments when I could. My reflection highlights my journey through CIT 602, emphasizing my learning experiences and insights gained. Key points include learning patience while assisting my girlfriend and peers through assignments, recognizing the importance of helping others understand concepts; my confidence in my skills remained high, and my perspective on computer science education expanded to include accessibility for students with disabilities and English learners; I noted challenges related to student learning and perception, emphasizing the need for educators to teach technology skills and provide access to technology; I shared my assignment preferences, preferring interactive assignments over written ones, especially due to my background as a math major; however, I found value in discussion posts and peer interaction.

I also discussed technology integration, valuing incorporating technology into teaching practices, aiming to be a community-builder in the classroom and identify as a competent teacher with advanced technology skills, willing to help peers and students navigate technological challenges. While the course covered familiar skills, I found growth in helping others develop technology skills and remained open to advice and encouragement. The course was perceived as easy but work-intensive, but I found value in supporting peers and tried to avoid the feeling of busywork for the other assignments. I hold a commitment to learning, teaching, and supporting others in the digital realm, demonstrated in this reflection.