Putting the Puzzle Pieces Together
After working for three years at a technology-rich charter school in Sandy Springs, Georgia, I had developed a strong value for technology and the role in plays in helping students learn. As I saw the parade of technologies marching through my classroom door – iPods, laptops, Promethean whiteboards, digital cameras – I knew I needed to learn how to grab hold of these technologies and use them to benefit my students. Thus, I made the decision to complete the Masters work I began during my internship year at Michigan State University and enrolled in the Masters in Educational Technology (MAET) program. My expectations of the program were that I would learn how to integrate the latest technologies into my daily lesson plans. I also hoped that my experiences would give me confidence to share what I knew with other teachers, so all students could benefit from these tools.
And yet, I learned so much more. It is not until this moment, as I reflect back on my progress through the MAET program, that I am able to truly see how all of the pieces fit together to create my current understanding of Educational Technology and its role in the classroom.
Building a Foundation
It all began with my completion of the first three classes in the MAET program to earn my Certificate in Educational Technology. I completed the final class in this series, CEP 812 – Applying Educational Technology to Issues of Practice, during the spring of 2011. Through this class, I learned about more than just technology. I planned and designed a complete proposal to address the problem of finding adequate time for collaboration amidst busy teacher schedules. I learned how to use the technology tools I had discovered, such as Google Calendar, Google Docs, and wikis, to address a specific issue of learning and teaching. This authentic and practical experience helped me think critically about all aspects of technology integration. My professor for this class, Chuck Commeret, was supportive and helpful throughout this process. His thoughtful questioning and feedback led me to understand the challenges that come with proposing new, technology-based solutions that may make people uncomfortable in the way they challenge the status quo.
This class was a crucial stepping stone to connect my knowledge of technology tools that can be used in the classroom to using those tools in a productive way to address real issues. As I applied what I was learning, and I felt energized and excited. I left this class with a grand sense of possibility, ready to tackle my next set of classes in the MAET program. These initial classes, CEP 812 in particular, laid the foundation for my future learning.
Growing through Challenges
During the summer of 2011, I enrolled in CEP 822 – Approaches to Educational Research with Dr. E. David Wong. To put it simply, I found this to be the most difficult class of the MAET program. Some might say that it was because I got married the week before this class began and, so as not to push my graduation back an entire semester, my kind, considerate husband urged me to remain enrolled in the course and complete the first week of the class while on our honeymoon... but I know that is not the reason. This course was a true challenge. But as is the case with most true challenges, I learned a great deal – both about education, and about myself.
Through this class, I realized that in order to draw conclusions about what practices might work best for my students, I must understand the basics of educational research. I achieved just that during this class. While in CEP 812, I learned how to use technology to achieve specific purposes. Now, in CEP 822, I was learning how to use research to evaluate my use of technology for these purposes.
In CEP 822, I learned how to identify specific questions about educational practices and develop a research proposal. I realized that as an educator, I am also a researcher. I make observations about student performance and my instructional methodologies, collect data, draw conclusions, and plan my next steps accordingly. This class helped me better understand how to utilize the research process, even within my own classroom.
I spent most of my time in CEP 822 reading. Oh, the reading! Article after article. Yet, I was surprised to discover that I loved every minute of this work. As I dove into published studies, I learned more and more about how these studies could impact my own practice. As an educator, I am committed to using best practices, which means I must also be committed to investigating what research suggests the best practices are. I learned to be critical of research, considering issues of validity to understand the limitations of applying outside research studies to my own classroom and school. Through my work in CEP 822, I could see my professional practice becoming more complete. The missing pieces were beginning to come together. I completed this class feeling ready to explore research problems in my own classroom.
The Missing Piece
In the fall of 2011, I enrolled in what would become my most meaningful experience of the MAET program – CEP 815 – Technology and Leadership. In this class, I learned how to manage the relationship between technology, teaching, and learning in a way that is grounded in achieving missional goals. This was the missing piece.
As an aspiring leader in the field of education, this course was extremely valuable to me. I was able to learn about and develop the skills of a leader. Under the guidance of Dr. Nick Sheltrown, I learned specific leadership skills that would allow me to address some of the challenges that Chuck Commeret had led me to consider in CEP 812 – issues that would otherwise interfere with the adoption of technology within a school setting. I learned about the importance of involving all concerned parties when developing a vision for technology implementation. I studied the qualities of an effective leader and how to use these qualities to achieve transformation within an organization.
During this class, I experienced a true “aha!” moment when we studied instrumental vs. missional thinking. As we explored the difference between a missional vision and an instrumental vision, I realized that my experience in Educational Technology does not mean I should focus on the future of technology or predict where technology is headed next. Rather, I must engage in the thinking and planning required to determine what an organization stands for and how technology will be used to achieve these goals. I learned that during this planning process, I must consider all the factors that affect student learning (the child and his or her experiences, the home, the school, the curriculum, the teacher, and the approaches to learning), and in turn, consider how technology can impact these factors. I recognized that to develop a missional vision, a leader must have a deep familiarity with the past, present, and future of instructional technology. It was here that I saw the connections to my work in CEP 822. The research skills I developed in CEP 822 will allow me to gain this familiarity with the use of technology in education far into the future.
The shift from instrumental to missional thinking helped me understand that technology is just another tool, just as the textbook was once a new and novel tool that changed the way students learn. My focus needs to remain on pedagogy. Rather than considering how I can use these tools in my classroom and shaping instruction around technology, I must start with pedagogy. How do I want my students to learn? What learning activities are most beneficial to these children? Then, I can consider how I can use technology to achieve these learning goals. The focus is and always has been – how do students learn best? As an educator, I must consider all my options and choose the tools that will most benefit my students in achieving the learning goals.
During CEP 815, I committed myself to remaining focused on these steps throughout my career in order to avoid the common pitfalls of instrumental thinking. Technology must not be acquired for the sake of using technology. Rather, technology must become an integral part of the learning process. It works to meet specific aims and goals of the organization. These steps ensure that the focus remains on improving student learning and guiding students to achieve 21st Century Learning skills.
A Complete Picture of 21st Century Learners
During the MAET program, I must have heard (and used!) the phrase “21st Century Learner” at least a million times. This of course led me to consider – what does it really mean? Thanks to this program, I have explored technology learning standards and rubrics from a variety of organizations and I truly understand the skills and habits of mind that students need to develop now in order to compete in the technological world of the future. Students must use technology in a creative and innovative way. These students are not going to need to be able to regurgitate information, they are going to need to be creators of information. Students must use critical thinking to solve problems using technology. They need to become critical consumers of knowledge who can gather, evaluate, and use information. Students will also need to communicate and collaborate with others. They need to work as a team collaboratively to solve problems, while showing an understanding of cultural differences. They must become digital citizens who have a sense of personal responsibility for their work.
These are the specifics that I lacked before I began the MAET program. No longer do I use the term “21st Century Learner” without understanding what this entails. Thanks to this program, I not only have a better idea of these skills, but can now use technology to promote the development of these skills within the context of interactive, project-based learning. Through this program, I put the pieces together to form a complete picture of a 21st Century Learner.
The First of Many Puzzles
As I complete this program and reflect on the work I have done, I realize that I have learned a great deal about myself as well. When I was going through college as an undergraduate, my dad would often say to me, “Anna, I really don’t see you being just a teacher.” At the time, I took offense to this. Teachers achieve incredible things! “Is there a problem with being ‘just’ a teacher?” I wondered. As I discussed my progress through the MAET program with my father, I finally understood what he was telling me all those years. He did not have a problem with the noble profession of teaching. My father recognized my commitment to this field before I even knew the desires that lay within me.
I am not “just” a teacher, and I never will be. I am a questioner. I am a problem-solver. I am a lifelong learner. I want to know what has been done, what can be done, and how I can become a part of it. I strive to be a teacher who gives my students authentic learning experiences that challenge them to think outside the box, stretch the realm of what they thought was possible, and show them real-life applications for their learning.
I began this program expecting to learn about new technology and tools that I could use in my classroom. I planned to become a technology leader by sharing what I learned about these tools with co-workers. As you can see, I have gained so much more. Through this program, I have put together the pieces needed to purposefully plan for technology integration within my classroom, use research-based reflection to improve and adjust my methodologies, and work as a leader to create a vision for technology use in which technology is truly an integrated and purposeful part of the learning process.
It’s hard to believe that my journey through the MAET program officially began when I submitted my application just over a year ago. This leaves me wondering, with the knowledge I have gained through this program – which puzzles will I piece together in the future?
And yet, I learned so much more. It is not until this moment, as I reflect back on my progress through the MAET program, that I am able to truly see how all of the pieces fit together to create my current understanding of Educational Technology and its role in the classroom.
Building a Foundation
It all began with my completion of the first three classes in the MAET program to earn my Certificate in Educational Technology. I completed the final class in this series, CEP 812 – Applying Educational Technology to Issues of Practice, during the spring of 2011. Through this class, I learned about more than just technology. I planned and designed a complete proposal to address the problem of finding adequate time for collaboration amidst busy teacher schedules. I learned how to use the technology tools I had discovered, such as Google Calendar, Google Docs, and wikis, to address a specific issue of learning and teaching. This authentic and practical experience helped me think critically about all aspects of technology integration. My professor for this class, Chuck Commeret, was supportive and helpful throughout this process. His thoughtful questioning and feedback led me to understand the challenges that come with proposing new, technology-based solutions that may make people uncomfortable in the way they challenge the status quo.
This class was a crucial stepping stone to connect my knowledge of technology tools that can be used in the classroom to using those tools in a productive way to address real issues. As I applied what I was learning, and I felt energized and excited. I left this class with a grand sense of possibility, ready to tackle my next set of classes in the MAET program. These initial classes, CEP 812 in particular, laid the foundation for my future learning.
Growing through Challenges
During the summer of 2011, I enrolled in CEP 822 – Approaches to Educational Research with Dr. E. David Wong. To put it simply, I found this to be the most difficult class of the MAET program. Some might say that it was because I got married the week before this class began and, so as not to push my graduation back an entire semester, my kind, considerate husband urged me to remain enrolled in the course and complete the first week of the class while on our honeymoon... but I know that is not the reason. This course was a true challenge. But as is the case with most true challenges, I learned a great deal – both about education, and about myself.
Through this class, I realized that in order to draw conclusions about what practices might work best for my students, I must understand the basics of educational research. I achieved just that during this class. While in CEP 812, I learned how to use technology to achieve specific purposes. Now, in CEP 822, I was learning how to use research to evaluate my use of technology for these purposes.
In CEP 822, I learned how to identify specific questions about educational practices and develop a research proposal. I realized that as an educator, I am also a researcher. I make observations about student performance and my instructional methodologies, collect data, draw conclusions, and plan my next steps accordingly. This class helped me better understand how to utilize the research process, even within my own classroom.
I spent most of my time in CEP 822 reading. Oh, the reading! Article after article. Yet, I was surprised to discover that I loved every minute of this work. As I dove into published studies, I learned more and more about how these studies could impact my own practice. As an educator, I am committed to using best practices, which means I must also be committed to investigating what research suggests the best practices are. I learned to be critical of research, considering issues of validity to understand the limitations of applying outside research studies to my own classroom and school. Through my work in CEP 822, I could see my professional practice becoming more complete. The missing pieces were beginning to come together. I completed this class feeling ready to explore research problems in my own classroom.
The Missing Piece
In the fall of 2011, I enrolled in what would become my most meaningful experience of the MAET program – CEP 815 – Technology and Leadership. In this class, I learned how to manage the relationship between technology, teaching, and learning in a way that is grounded in achieving missional goals. This was the missing piece.
As an aspiring leader in the field of education, this course was extremely valuable to me. I was able to learn about and develop the skills of a leader. Under the guidance of Dr. Nick Sheltrown, I learned specific leadership skills that would allow me to address some of the challenges that Chuck Commeret had led me to consider in CEP 812 – issues that would otherwise interfere with the adoption of technology within a school setting. I learned about the importance of involving all concerned parties when developing a vision for technology implementation. I studied the qualities of an effective leader and how to use these qualities to achieve transformation within an organization.
During this class, I experienced a true “aha!” moment when we studied instrumental vs. missional thinking. As we explored the difference between a missional vision and an instrumental vision, I realized that my experience in Educational Technology does not mean I should focus on the future of technology or predict where technology is headed next. Rather, I must engage in the thinking and planning required to determine what an organization stands for and how technology will be used to achieve these goals. I learned that during this planning process, I must consider all the factors that affect student learning (the child and his or her experiences, the home, the school, the curriculum, the teacher, and the approaches to learning), and in turn, consider how technology can impact these factors. I recognized that to develop a missional vision, a leader must have a deep familiarity with the past, present, and future of instructional technology. It was here that I saw the connections to my work in CEP 822. The research skills I developed in CEP 822 will allow me to gain this familiarity with the use of technology in education far into the future.
The shift from instrumental to missional thinking helped me understand that technology is just another tool, just as the textbook was once a new and novel tool that changed the way students learn. My focus needs to remain on pedagogy. Rather than considering how I can use these tools in my classroom and shaping instruction around technology, I must start with pedagogy. How do I want my students to learn? What learning activities are most beneficial to these children? Then, I can consider how I can use technology to achieve these learning goals. The focus is and always has been – how do students learn best? As an educator, I must consider all my options and choose the tools that will most benefit my students in achieving the learning goals.
During CEP 815, I committed myself to remaining focused on these steps throughout my career in order to avoid the common pitfalls of instrumental thinking. Technology must not be acquired for the sake of using technology. Rather, technology must become an integral part of the learning process. It works to meet specific aims and goals of the organization. These steps ensure that the focus remains on improving student learning and guiding students to achieve 21st Century Learning skills.
A Complete Picture of 21st Century Learners
During the MAET program, I must have heard (and used!) the phrase “21st Century Learner” at least a million times. This of course led me to consider – what does it really mean? Thanks to this program, I have explored technology learning standards and rubrics from a variety of organizations and I truly understand the skills and habits of mind that students need to develop now in order to compete in the technological world of the future. Students must use technology in a creative and innovative way. These students are not going to need to be able to regurgitate information, they are going to need to be creators of information. Students must use critical thinking to solve problems using technology. They need to become critical consumers of knowledge who can gather, evaluate, and use information. Students will also need to communicate and collaborate with others. They need to work as a team collaboratively to solve problems, while showing an understanding of cultural differences. They must become digital citizens who have a sense of personal responsibility for their work.
These are the specifics that I lacked before I began the MAET program. No longer do I use the term “21st Century Learner” without understanding what this entails. Thanks to this program, I not only have a better idea of these skills, but can now use technology to promote the development of these skills within the context of interactive, project-based learning. Through this program, I put the pieces together to form a complete picture of a 21st Century Learner.
The First of Many Puzzles
As I complete this program and reflect on the work I have done, I realize that I have learned a great deal about myself as well. When I was going through college as an undergraduate, my dad would often say to me, “Anna, I really don’t see you being just a teacher.” At the time, I took offense to this. Teachers achieve incredible things! “Is there a problem with being ‘just’ a teacher?” I wondered. As I discussed my progress through the MAET program with my father, I finally understood what he was telling me all those years. He did not have a problem with the noble profession of teaching. My father recognized my commitment to this field before I even knew the desires that lay within me.
I am not “just” a teacher, and I never will be. I am a questioner. I am a problem-solver. I am a lifelong learner. I want to know what has been done, what can be done, and how I can become a part of it. I strive to be a teacher who gives my students authentic learning experiences that challenge them to think outside the box, stretch the realm of what they thought was possible, and show them real-life applications for their learning.
I began this program expecting to learn about new technology and tools that I could use in my classroom. I planned to become a technology leader by sharing what I learned about these tools with co-workers. As you can see, I have gained so much more. Through this program, I have put together the pieces needed to purposefully plan for technology integration within my classroom, use research-based reflection to improve and adjust my methodologies, and work as a leader to create a vision for technology use in which technology is truly an integrated and purposeful part of the learning process.
It’s hard to believe that my journey through the MAET program officially began when I submitted my application just over a year ago. This leaves me wondering, with the knowledge I have gained through this program – which puzzles will I piece together in the future?
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