by Adam Foster
On Sept. 13th 2010 I attended my first class, “User-Centered Design,” and so began my Graduate Diploma program in Educational Technology.
I felt quite overwhelmed and extremely apprehensive: I don't have adequate capabilities for the class! Although I have been a teacher for most of my adult life, my inner voice convinced me that the other students in this class possessed much more technical, business, and educational experience than I.
At the initial request to brainstorm for a “problem to be solved,” I felt that the world was suddenly way too big; I couldn’t define or imagine any parameters! What assumptions did I need to make? What context was I to work in? I was filled with panic. I couldn’t imagine an amazing project on the spot like this! I thought that I needed to propose something totally “out there,” “unique,” and “earth-shattering!” Oh! What to do?
I shook my head to clear the gathering fog and looked back on what experiences I could bring to this new challenge in my professional life.
During my twenty-five years within education I have managed diverse roles and responsibilities. Each context has provided me with a range of successes, challenges and opportunities, which led, in turn, to new explorations and experiences. I should view this current adventure as a continuation of the same. Hmm!
Although not a classroom teacher per-se, my most recent teaching experience has clearly presented challenges-a growing student population with very diverse needs. In particular, meeting the social, emotional, and learning needs of students whose first (and sometimes second) language is not English has been difficult. Students of many different cultural and ethnic backgrounds, together with varying levels of exposure to the English language, are challenged daily to comprehend and/or share with others.
Here was my problem! “How could I improve explanation, communication and understanding for my E.L.L. (English Language Learners) within a variety of teaching and learning situations?” For example, could I provide some sort of teaching tutorial that explains, demonstrates, and provides authentic opportunities and adequate time for the learner to demonstrate understanding and then use what they have learned to participate as part of a class activity? Maybe... how to gather and display data? How to organize for a simple inquiry project? How to access and use the library? Or...? Would this fit with, a “problem to be solved?”
The Design class shared the most amazing ideas, truly global in scope, and the products of fabulous imaginations! Again, I was filled with doubt and trepidation. I tried to look to the positive: two members of the class shared ideas around challenges faced by autistic children in schools… I could see how my language learners might have similar challenges. Perhaps we could form a group!
Is this progress?
Is this just First Impressions?
