Module+2+Reflection

** __Reflection Prompt__ :** Describe a technology experience you had this week.

** Description: ** This week I experienced another online discussion forum with my Physical Science classes. Again the first several students in each class answered the prompt thoroughly and thoughtfully. The remainder of the students did not answer, copied answers from the first few students, or gave an abbreviated post that voiced an agreement with earlier posts. As a result the majority of initial posts and replies were meaningless with relation to content knowledge.

** Impact: ** Usually I meet the described experience with annoyance and a futile feeling. No matter how much I emphasize the need for student originality my students continue with the same poor habit. Then I viewed Mishra and Koehler’s TPACK presentation. While expanding on TPACK to solve the ‘wicked problem’ of technology in instruction Mishra referenced the “I agree phenomenon.” Initially I laughed knowing this to be all too true, but then Mishra began to offer insight to the problem. He pointed out that this is not different than in a physical classroom where a few students answer a question and the rest sit quietly or nod their heads. Mishra also mentioned a feature available in his online system (Noodle?) that prevents students from seeing others’ posts until they have made their own. His comments made me realize that in a traditional classroom there are students who lack courage or enthusiasm to participate. Likewise I have had students who are fearful of making a public post or are lazy. However, in a traditional classroom it is easier for me to coax a student to participate. Therefore I need to discern new methods for active participation in discussions especially with regard to initial posts.

** Intent: ** When looking over our LMS discussions I noticed that I cannot hide the posts from a student until they have made their own. This a definite weakness in our program and one I will make my lead and our tech department aware of. I did notice however that I can manipulate the prompt to tailor it so it would be more relevant to my students. I will revise the prompts as necessary throughout the coming semester. During revision I could also insert my rubric directly below the prompt so the expectations are more clearly stated. By consolidating all parts of the discussion into one area students should be able to complete the assignment more efficiently. Additionally, I believe that it would also help to have students begin the postings in synchronous ClassConnect time. If I were to allow time at the end of the period to web push the discussion board then every student could make their postings simultaneously (that is at least the ones that showed up for class). I could then monitor the posts in real time and have the students edit as necessary until their posts were acceptable. Once their posts were satisfactorily completed I could excuse them from class. This would ensure quality responses in a guided practice format. An alternative might be to group students together and send them to break out rooms to work on a group response to a discussion post. Here they could provide each other with immediate feedback regarding the prompt. Once the group created a quality post I could excuse them as mentioned previously. By beginning the next few discussions in one of the latter manners, it would ensure that the students understand my expectations, as well as provide them with confidence that they can complete the post successfully without exhibiting the “I agree phenomenon.”