Reflection 2

Technology word count: 5

Before the class, we were asked to read several pages from Chapter 2 of the book we normally use (Integrating Educational Technology into Teaching by M.D. Roblyer and Aaron H. Doering (2013)) which was Theory into Practice: Foundations for Effective technology Integration.

During the class itself, we played a game of treasure hunt. The usual rules applied; we played in teams (not necessarily the same teams as the ones we had in the last class), clues will be given at every checkpoint, and of course, absolutely no cheating. The only difference between the usual treasure hunts and the one we played was that our questions revolved around the materials that we were supposed to read before coming into class, and if we couldn’t answer the question, we had to write a summary of why we couldn’t answer it.

Lesson learnt: be sure to know your pre-reading materials by heart. I could have sworn I knew my reading materials, but my team couldn’t even answer the first question correctly because we couldn’t get the term right. (P.S: it’s cognitive-behavioural theory). As a student here in UNMC, I was already quite used to pre-reading materials, but usually I just read through them and tried to understand what the topic was about. Read-through no longer, after this particular lesson in Educational Technology, I will most definitely study the pre-reading materials a lot harder. My team was struggling during the course of the entire game, simply because we didn’t take the pre-reading seriously enough.

As a prospective future educator, this session has taught me to find other ways to keep the momentum going and try to get the students as interested in the lesson as possible. The treasure hunt game also increased the student’s heart rate a little, as we were really motivated to answer the questions to the best of our ability and run back to our lecturer to get the next clue, depending on whether or not we actually managed to answer the question correctly. Bringing the lesson outside of class also made it more interesting as it does make learning more engaging and interactive (Creative Education 2014).

This session has also taught me that technological tools don’t necessarily have to be the latest, most sophisticated software, but can also be simply just pen and paper. For every round, we were given a piece of paper with the clue printed on it, and answers were just written on another piece of paper and given to our lecturer to check. No special device or software were used in the class, but we still managed to learn at the end of the lesson. As a teacher, I would throw in games once in a while to keep the classes interesting and memorable, but not necessarily with advanced technology, much like the class we had. Classes like these just goes to show that not much is needed to make a lesson great.


Constructivism vs Objectivism


Link to a (public) Prezi on Technology Integration Strategies:


YouTube video on Constructivism:


Article about exercising before learning:




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