Knowledge+Gained

**Knowledge Gained**
I have learned that despite my comfort in the use of technology, as far back as high school (in the late 80’s), I do not consider myself to be in the category of a “Digital native,” but rather more of a “Digital immigrant.” These terms were coined by Marc Prensky, in his work Digital Natives, Digital Immigrants published in 2001.

When I decided to enroll in Lamar's online Master’s Program, I felt comfortable enough with my technology skills that I would be able to handle it. However, I quickly realized that because I am indeed a digital native, the online environment was a little challenging. I had never taken a college level online course, and as a result found it somewhat difficulty to adjust to. For example, I found it difficult to read material off the computer and ended up printing most of my course work out and organizing it in 3-ring binders. This of course is very characteristic of a digital immigrant.

One of the greatest benefits of actually experiencing an online course environment as a student user has helped provide me with the needed insight as I attempt to fulfill a job requirement and goal of becoming a certified TxVSN instructor. With my in-depth first hand experience in an online learning environment, I find myself excited about the opportunity to learn as much as I can about the development of an online learning course. I am aware that “Teaching and learning online are very different and that it is not something that we as today’s educators have much experience with” (Wikiaeducation.com, 2009), but am willing to learn more about it.

The skills and knowledge that I have gained throughout this program has undoubtedly strengthened by abilities as a technologist. It was not until I accepted the role of a district level facilitator that I was truly able to express and demonstrate the depth of my learning. It has been amazing for me to find that almost all of what this program provides has been spot on in regards to applicability. It is because of this that I feel more confident and empowered with the knowledge and experience needed to be able to influence and participate in the critical development of future technology planning.

I want to be able to help transform and create a “Sustainable classroom that allows teachers to build upon strategies that they already know and use, and focus on the technology to support and expand upon them” (Tschirgi, 2009). In addition, I want to help “maximize the use of digital tools to better reach essential learning goals, expanding classroom boundaries so that students gain real-world experiences and become global thinkers, and creating experiences that satisfy diverse learning styles and learner dispositions. The result can be a turbo boost that takes learning into orbit – gets students ready for the 21st century world where they will work and learn” (Boss & Krauss, 2007, p. 22).

**References** Armstrong, S., & Warlick, D. (2004). The New Literacy: The 3Rs Evolve into the 4Es. Technology & Learning, 20-28.

Boss, S., & Krauss, J. (2007). Real projects in a digital world. Principal Leadership, 8(4), 22-26.

Casey, J.M. (2005). Practitioner’s guide to creating a shared vision. Leadership, 35(1), 26-29.

Johnson, L., Levine, A., Smith, R., and Smythe, T. (2009). The 2009 Horizon Report: K-12 Edition. Austin, Texas: The New Media Consortium.

Prensky, M. (2006). Listen to the natives. Educational Leadership, 8-13

Southwest Independent School District. (2009, October 29). Technology Division. Retrieved February 7, 2010, from SWISD Hardware Standards: []

Tschirgi, D. (nd). What is the sustainable classroom? Educational Technology Support Center. Retrieved on November 17, 2009, from []

Wahl, L., & Duffield, J. (2005). Using Flexible technology to meet the needs of diverse learners: What teachers can do. Retrieved February 7, 2010, from WestEd: []

Wikiaeducation.com. (nd). Course management systems. Retrieved on November 17, 2009, from []