Learning as I grow..

“Sometimes in the waves of change, we find our true direction.” -Unknown

 

 

 

 

As I am getting closer to wrapping up my Masters in Art and Education Technology (MAET), I have been able to reflect on my accomplishments, and mistakes while exploring news ways of thinking. The MAET program focuses on integration of technology in a meaningful and engaging way within education. Personally, I have been exposed to technology since I was a child. Although, technology has been around for a while, it has changed within education. It has changed for both students and teachers. As a 5th year teacher, I never shied away from using technology in my classroom. But was my implementation always effective? Looking back now... NO! Was it always engaging? NO! I always approached teaching my students in meaningful and engaging ways but I still had so much more to learn on how to make technology both meaningful and engaging, as well. Often technology is misused in schools yet I was not aware of this prior to entering the MAET program. Technology can be such a powerful tool for students to engage with but should not be used in ways that are not effective. Are you still not sure what I mean by this? Imagine playing basketball with a golf ball or hockey with a tennis ball. The tools do not match the purpose. In education, students are constantly encouraged to use manipulatives such as unifix cubes and number lines while learning. I have learned that computers, ipads, and chromebooks can be engaging tools to help students display their learning. Has my mindset always been this way? Absolutely not. In fact, I did not see anything wrong in how I previously had utilized technology inside my first grade classroom. The MAET program not only guided me to challenge my previous thinking but also taught me how to use and utilize technology inside my own classroom. 

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“Education is not the learning of facts but the training of the mind to think!” -Albert Einstein

 

 

 

During my time at Michigan State University (MSU), I have had many opportunities to broaden my understanding of a wide range of  technology topics. Within my masters program, I have challenged myself to think more creatively and critically as an educator. One course in particular, Teaching for Understanding with Technology (CEP 810), was the first course to truly impact me. Within this course, I was able to explore the concept of the TPACK framework (technology, pedagogy, and content knowledge). This framework was developed to explain how to use technology in a way that is engaging and meaningful for all students. Teachers must overal technology, pedagogy, and content knowledge in order to successfully teach students using technology as a tool. In my classroom, students create non-fiction books about a planet of their choice. My students loved being able to create their books but I wanted to take it a step further. Each student was able to publish their books onto a technology tool called Seesaw. Next, the student’s parents and fellow classmates were able to listen and learn about the different planets. I was able to see student engage in content knowledge while using technology.  

 

 

 

 

 

 

 

 

 

 

 

Within CEP 810, I also explored the key components that 21st century educators and learners should experience. These include the Four C’s:

• Critical thinking

• Communication

• Collaboration

• Creativity

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The four C’s are pivotal when looking at ways to incorporate technology into my classroom. Utilizing technology can be effective if students are able to demonstrate thinking critically about content opposed to  just simply recalling information. Students can also use technology to communicate their understanding during things such as projects, assessments, and activities. Collaboration is also a key aspect when considering 21st century education. Students need to be able to feel as though they are part of a community while collaborating with their peers. Below, I demonstrate how the Four C’s are interconnected within educational technology and I also give specific examples of incorporating technology that follows the TPACK framework. 

 

 

 

 

 

 

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Another course that positively impacted me was Applying Educational Technology to Issues of Practice (CEP 812). This course required me to reflect on the practice of education and my pervious beliefs. I also was required to design a survey revolving around a problem of practice. The problem of practice I had chosen was technology and curriculum. I created a survey  that helped me gain more knowledge on teacher’s current practices using technology and how it intertwines with curriculum and standards. Creating a survey is a skill within itself. I wanted to avoid simple yes or no questions and after much reflection and revisions I decided to include questions that were open ended. These kinds of questions require the survey-taker to think more deeply and also results in gaining more information. The topic of technology and curriculum is SO important and critical to address within schools. After reviewing my survey results, I found that 73.3% of teachers only felt “average” at incorporating technology into their classrooms. AVERAGE? Who wants to be average? Education can not afford to be just “average”. On the other hand, I also found out that 73.3% of teachers also thought students learn best while using technology tools. This gave me reason to believe that although teachers may not feel confident or above average while incorporating technology, they also realize that technology tools can benefit students and improve student achievement. I wanted to be proactive with my survey results. In order to do this, I created a PD to show teachers the many ways that technology can intertwine with our curriculum. If teachers are able to be trained on educational technology methods, they will be able to implement it more confidently inside their classrooms. 

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The MAET program has taught me many aspects of technology. How to integrate it, how to solve problems surrounding it, and also how to use it creatively and effectively. Although, another course that struck a cord with me was not fully revolved around just technology. This course was called Technology and Leadership (CEP 815). I was able to think about myself as a leader and evaluate how good leaders present themselves in certain situations and create positive change. As a 5th year teacher, I did not always insert myself into leadership positions. Since completing this course I have found myself craving leadership positions within my school. For example, I am currently signed up on two different leadership committees. The Behavior Committee and the School Improvement team. These two positions address two very important avenues within our school and our district. I used to think being a young teacher also does not align with leadership roles. I was also able to create a Professional Development Plan (linked below). This plan will help teachers create a 5-star learning environment revolving around educational technology. I was able to take off my teacher hat and think as a leader and address problems of practice.. During this course, I had put myself in the shoes of becoming and acting as a leader and the shoes felt like a great fit.

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“Everything you do now is for your future.” -Unknown

 

As I am getting closer and closer to the ultimate goal of completing my masters, I am now finding myself thinking more broadly about my future endeavors. When I signed up for my career as a teacher, I never would have thought I would be strongly considering moving towards a new direction. Entering the Masters of Arts and Educational Technology Program at Michigan State University has guided me towards the person who I want to become. As we are still battling through the COVID-19 pandemic. Our jobs as teachers have never closed their doors. Virtual teaching has challenged us in each and every way. The MAET program helped me feel more prepared in every way possible. I created lessons, taught students how to engage in technology, and completely reinvented the way I taught practically overnight. I believe this pandemic has changed the future of teaching. But are all teachers prepared? I witnessed how my co-workers were impacted and unsure of how to integrate technology. I immediately jumped in to help in any way I could. I felt like I had the skill set to do so and confidence to make a difference. As I do not know exactly what will happen in the future, I am getting closer and closer to knowing what I want. I have had the opportunity to plan and conduct professional developments and train teachers on technology integration. Helping others use technology has given me the motivation to look at opportunities where I can help a broader spectrum of educators in more ways. My goal is to become a technology coach/consultant for school districts. As this goal will not be easy I know that my experience and expertise gained from my masters courses will guide me to progress in my career towards my goals. 

 

I have found myself stepping out of my existing comfort zone in many different ways. All of these courses have given me the confidence to speak up when problems arise and solutions are needed. I have also learned to be a missional thinker and look at ways that I can make positive changes within education. It is easy to become overwhelmed with all of the areas that are in need of improvement. Although, I have learned that I am in control of what I can control. I can help others feel comfortable, share resources, and teach others how they can integrate technology themselves. I have seen others change their mindset about educational technology. I did not always feel like I was confidently using technology and I still feel as though there is much room to learn more. I am looking forward to new opportunities that push positive change within education.