" The influence of a good teacher can never be erased"
- Author Unknown
I was never really the girl that played with dolls and Barbies, I was much more interested in bugs, reptiles and getting dirty outside. Since I did a lot of exploring outdoors, I became curious about a lot of things and strived to learn more. I feel like, however, there was only one teacher throughout my grade school experience who really showed me how things were meant to be learned: through hands on exploration. Mr. Youngblood was my 7th grade science teacher, and never once got out a textbook. Today, I still remember building and launching bottle rockets, building and test crashing egg cars, and all the while learning about force and motion without even realizing it. When I finally made the decision to become a teacher, I knew that this was the kind of teacher I aspired to be. |
I had always planned on using the required graduate credits from my teaching internship toward completing a Master’s Degree, but didn’t really have any ideas on what direction I wanted to go. Throughout my first three years of teaching I began experimenting with my own iPad in the classroom, and eventually convinced the district to purchase five per classroom. During these three years I was also encouraged to experiment with STEM (Science, Technology, Engineering, Math) projects. I became extremely interested in both these areas and really strived to find more ways to integrate them into my classroom.
As the five-year timeline crunched, I really needed to figure out what program I wanted to pursue. I felt I had to stay true to my "Green Roots" and stick with Michigan State University (MSU), so I began searching here for a program that would fit the educational path I wanted to explore. The Master’s of Educational Technology (MAET) program instantly grew halo rings around it and popped out on the screen. As I read through the program description and the required classes I knew “exploring” is exactly what I would get to do! I couldn’t wait to get started and get my hands “dirty”.
As the five-year timeline crunched, I really needed to figure out what program I wanted to pursue. I felt I had to stay true to my "Green Roots" and stick with Michigan State University (MSU), so I began searching here for a program that would fit the educational path I wanted to explore. The Master’s of Educational Technology (MAET) program instantly grew halo rings around it and popped out on the screen. As I read through the program description and the required classes I knew “exploring” is exactly what I would get to do! I couldn’t wait to get started and get my hands “dirty”.
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I decided to dive into the program with all hands on deck and started the year-one hybrid summer cohort. After the first day I knew I would be learning much more than how to use iPads and computers in the classroom. Before they exposed us to too many bright and shiny technology tools, they showed us that we needed to not get distracted by the technology and really keep the end result in mind. Rather than just telling us that this is what needed to be done, they let us experience this ridiculous activity (or so we thought). We were asked to choose two kitchen tools to make breakfast; however, we didn’t know that we were going to have to make. Though, we were able to accomplish cutting bread and spreading butter and jam on it with a meat tenderizer and plate, this was not the most efficient way to accomplish this task.
This activity was the introduction of how I would from here on out design lessons that included technology: TPACK (Technology, Pedagogy, and Content Knowledge). The TPACK method suggests that you think about what you need to teach (Content Knowledge), then, what is the best way for me to teach this content (Pedagogy), and finally, what technology tools will help me achieve these goals. When looking at technology first, we often get distracted and forget what the ultimate goal is, and the breakfast activity was the perfect example of what happens when we do. Though we may be able to teach the topic at hand with the chosen technology, if we look at the content first there may be a more effective and efficient choice. While we may want to use an iPad, it’s possible that simple tools such as paper and pencil are still the better option.
This activity was the introduction of how I would from here on out design lessons that included technology: TPACK (Technology, Pedagogy, and Content Knowledge). The TPACK method suggests that you think about what you need to teach (Content Knowledge), then, what is the best way for me to teach this content (Pedagogy), and finally, what technology tools will help me achieve these goals. When looking at technology first, we often get distracted and forget what the ultimate goal is, and the breakfast activity was the perfect example of what happens when we do. Though we may be able to teach the topic at hand with the chosen technology, if we look at the content first there may be a more effective and efficient choice. While we may want to use an iPad, it’s possible that simple tools such as paper and pencil are still the better option.
These courses also forced me to think outside the box. As so many cool technology tools were introduced to us, we were forced to see them for more than what they were. They let us explore new tools such as Squishy Circuits and the first thing many of us thought were, “What a cool way to teach circuits!!”…Wrong. Our adult minds are so set on answers being right there for us, we forget that the possibilities are endless with tools such as these. If you were to give these tools to a child they would most likely create the circuit through play while also creating something more. This is when student curiosity has hooked them on the “how” and their wheels begin spinning. Teachers need to develop willingness to play with technologies and openness to build new experience for students to that fun, cool tools can be educational” (Mishra, Koehler, 2009). Much of the summer cohort program put us through the same learning processes that we should let our students experience. You are able to learn and acquire so much more knowledge through “doing” than simply being told answers.
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I have always been one to want to share my ideas with others. As I discovered more ways to use ipads in the classroom and STEM, I couldn’t wait to show other teachers and administration in my building. Though I was able to accomplish a lot with what I was learning on my own, I was unaware of the learning (and sharing) opportunities that were literally at my fingertips. Sure, I had a Twitter account, but I had no idea the professional networking possibilities that could be accomplished after logging in. One of the books I was required to read was The Anti-Education Era by James Paul Gee and it helped me realize how much information I was ultimately restricting myself from acquiring. Gee (2013) introduced me to what affinity spaces are all about; “multiple tools, different types of people, and diverse skill sets are networked in ways that make everyone smarter and make the space itself a form of emergent intelligence” (p. 174).
From here I have connected, learned and shared new ideas with endless amounts of educators. I know now that Twitter can be used to connect with educators individually, but also as a group wanting to learn and share similar ideas through Ed Chats and hash tags. I have also used this affinity space to learn about other face-to-face learning opportunities such as Ed-Camps and conferences such as MACUL (Michigan Association for Computer Users in Learning). I am proud to say that within the last six months I have had the opportunity to experience both of these affinity spaces and I cannot believe what I have been missing out on! You would think seeking out these learning opportunities would have been a no brainer, but it obviously took someone to show me they existed and where to find them. Just like other experiences throughout this program, I have been able to make connections from what I have learned to what I need to teach my students. Though they may think the Internet has all the right answers, there are connections to be made and people want you to be an active part of the “conversation”.
From here I have connected, learned and shared new ideas with endless amounts of educators. I know now that Twitter can be used to connect with educators individually, but also as a group wanting to learn and share similar ideas through Ed Chats and hash tags. I have also used this affinity space to learn about other face-to-face learning opportunities such as Ed-Camps and conferences such as MACUL (Michigan Association for Computer Users in Learning). I am proud to say that within the last six months I have had the opportunity to experience both of these affinity spaces and I cannot believe what I have been missing out on! You would think seeking out these learning opportunities would have been a no brainer, but it obviously took someone to show me they existed and where to find them. Just like other experiences throughout this program, I have been able to make connections from what I have learned to what I need to teach my students. Though they may think the Internet has all the right answers, there are connections to be made and people want you to be an active part of the “conversation”.
Now that I have acquired all of these resources for new ideas, it’s possible I may come across situations that will require me to prove these are “good” ideas. One of the classes I took in this program asked me to propose an idea (DreamIt) that would effectively solve a problem within my classroom. My idea was to use “Genius Hour” to help increase students’ intrinsic motivation to learn. Since Genius Hour requires teachers to essentially stray away from required grade level content, I had to do my research and find ways to prove that this was a good idea. This course gave me the opportunity to go through the entire research proposal process and gave me feedback along the way. Throughout this process I was taught how to look at information from all possible angles, even those that did not agree with the answers I was looking for. After reading Daniel T. Willingham’s book When Can You Trust The Experts? I learned that you would find whatever information you’re looking for, so it’s important to really look at the sources and validity of research that was done to find those answers. I am now prepared to not only support my classroom teaching decisions with appropriate research, but also to write grants that will help me obtain the funds often required to purchase necessary supplies and tools.
Once again I can’t let all of the bells and whistles of education get in the way of what the ultimate goal of teaching is: all students learning to their full potential. As teachers we need to respect and consider the variety of learning backgrounds and experiences our students bring to the classroom. Two different courses in this program have given me the opportunity to look at both differentiated literacy instruction and the Universal Design for Learning (UDL). Both of these concepts ask that you observe what every student needs to successfully reach their learning goals and provide what they need to access that goal. This is a reminder that what works for some students may not work for the rest. When thinking about how this connects to the TPACK model, the Content Knowledge stays the same; however, the Pedagogy and Technology tools that are used could possibly change.
Once again I can’t let all of the bells and whistles of education get in the way of what the ultimate goal of teaching is: all students learning to their full potential. As teachers we need to respect and consider the variety of learning backgrounds and experiences our students bring to the classroom. Two different courses in this program have given me the opportunity to look at both differentiated literacy instruction and the Universal Design for Learning (UDL). Both of these concepts ask that you observe what every student needs to successfully reach their learning goals and provide what they need to access that goal. This is a reminder that what works for some students may not work for the rest. When thinking about how this connects to the TPACK model, the Content Knowledge stays the same; however, the Pedagogy and Technology tools that are used could possibly change.
One of the first assignments I was given in this program was to find picture and caption it with one sentence that was a representation of myself. The picture I chose is of me bungee jumping in Australia with the caption “She jumped…and landed right where she needed to be”. I feel like this caption depicts what needs to happen in classrooms after learning what I have. Chances need to be taken, though we may not think we made the right choice when failure arrives, you failed because you needed to learn. Failure is a good thing as long as you don’t give up! This program has encouraged me to push my boundaries and fail along the way, but has been there to give feedback and help guide me in the right direction. I now feel more confident in taking risks in the classroom because I have been given the right resources and tools to help me succeed. The MAET program has given me the opportunity to become the teacher I aspired to be.
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Works Cited
Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. New York: Palgrave Macmillan.
Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.
Willingham, D. T. (2012). When can you trust the experts?: how to tell good science from bad in education. San Francisco, CA: Jossey-Bass.
**photos are my own unless cited otherwise
Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. New York: Palgrave Macmillan.
Mishra, P. & Koehler. M. J. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.
Willingham, D. T. (2012). When can you trust the experts?: how to tell good science from bad in education. San Francisco, CA: Jossey-Bass.
**photos are my own unless cited otherwise