I acquired numerous technological skills during my time in this program. Prior to this program, I would occasionally utilize a video, iPad, or digital application in lessons for the purpose of excitement in the classroom. However, learning the SAMR acronym (substitution, amplification, modification, and redefinition) gave my use of technology a greater purpose. I know how to assess and/or utilize technology for educational purposes, rather than simply using it haphazardly. For example, rather than merely using a music-related game in a lesson, I now tailor it to the learning objective, asking myself where it fits within the SAMR acronym. I also take more time searching for useful, relevant, and quality technological tools for my classrooms. My technological skills have been sharpened through the SAMR acronym, as it has given my use of technology in the classroom specific purpose and clarity. They have also been enlarged, or stretched, through course projects, student teaching, and the challenges of remote learning.
One project in this program I found particularly useful was creating a virtual classroom in Contemporary Methods. The following term, I was able to practice some these virtual classroom skills through my student teaching and use of the SeeSaw platform. It was rewarding to see students enjoying online activities and sharing their creativity, and it helped me feel more connected to them in and outside of the classroom. Furthermore, I got to see individual responses from students who may have been absent or not as responsive in classes. I plan on utilizing virtual classrooms in future classrooms. My future students will have more opportunities to practice and reinforce skills and connect with me outside of the classroom because I value these forums.
It is difficult to discuss technology in the classroom without discussing Zoom. I was worried about student teaching on Zoom, but my cooperating teacher found ways of engaging students through Zoom I had never imagined. His utilization of space and each student’s environment inspired me to do the same. We often encouraged students to dance around their homes, high-five “Zoom neighbors”, and find toys with which to act out musical ideas. My experiences with him expanded my views of online teaching and how to engage students, as well as how to be resourceful. While I hope online teaching will not be required often in the future, I am grateful I feel equipped if that is the case. In the meantime, I am already utilizing many of these technological tools in online piano. My students often stand up and fill their screens, do “show and tells,” and incorporate found sounds for rhythm practice. We make good use of online music games and shared whiteboards. I have also invested in tools such as lighting, a webcam that provides better visuals, and subscriptions to online teaching tools, such as Kahoot.
Evie Haskell Processfolio 