Course Reflection

The 21st century classroom should look much different than those of the past. Over the last two decades we have entered an information and technology age that has transformed the way we learn. Specifically, “In the Information Age, knowledge is a form of power; however, since no one person can ‘own’ all the knowledge in the world, the most valuable asset is the ability to find information expediently” (Eagleton & Dobler, 2007, p.2). Coming to accept this fact, teachers must be willing to adapt and modify their teaching objectives and strategies accordingly. This is the most powerful revelation I had in the process of learning about the teaching of new literacy skills while taking the course Supporting Information literacy and Online Inquiry in the Classroom through Walden University.

As a current student myself, I have assumed the responsibility of demonstrating the act of being a lifelong learner. As suggested by Eagleton and Dobler (2007), “Students appreciate when we present ourselves as lifelong learners rather than all-knowing dispensers of information” (p.277). For this reason, both teachers and students must embark on the journey of utilizing what is available in this new century where information is in abundance and learning the most efficient way to access it is essential. If teachers are hesitant to adjust their teaching to fit this new age, than we are doing both ourselves and our students an injustice. “When you encourage you students to ask deep questions, to critically evaluate information, and to transform ideas, you are embarking on a learning adventure for both yourself and your students” (Eagleton & Dobler, 2007, p.281).

As stated by Richardson (2009), “Learning is no longer primarily fixed in time and space; it can happen anytime and anywhere that we are connected – in a virtual, asynchronous classroom, for example, with self-motivated people who want to learn with us” (p.28). For this reason, my next step in professional development is to learn how to efficiently use technology such as Skype and Wikis to communicate in this new environment. Teaching students how to ethically use such technology, while communicating with a global audience, will truly prepare them for the 21st century workforce and society they will soon encounter. One way I will accomplish this goal, is through the completion of additional courses through Walden University. In addition, I plan to develop PLCs within my school and district, focused on learning how to use various technological tools and programs, along with collaborating with colleagues on how to implement them in the classroom. This has definitely been an eye-opening experience.

References

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26-31.