The Whole Picture
By Brittany Connors
I applied to the Masters of Educational Technology in the summer of 2010, hoping to be accepted for the fall 2010 semester. I will admit that I was originally intrigued with achieving a degree, any degree, solely online. It also didn’t hurt that six of my student internship credits would be accepted and applied towards the MAET degree. I became interested in educational technology while working as a Technical Intern in Education at the College of Education at Michigan State during undergrad. Prior to that, I wouldn’t have thought of myself as someone with much confidence or someone with many strategies for using technology. I was shocked by how much I learned in just one semester working in the College of Education. My short experience working as a Technical Intern in Education inspired me to continue my education and further integrate technology into my teaching and classroom to enhance student learning.
Working as a Technical Intern also clued me into where education was going, from the university level to the elementary level. I watched educators in university settings struggle to complete simple technology tasks and cheered others on as they pushed the envelope. Through these experiences I realized the importance and the benefits technology can add if used to aid student learning and understanding. Likewise, I also learned that technology can be used simply for the sake of using it and not for any additional learning purpose. During my student internship year, my mentor teacher received a technology grant. Our classroom became equipped with a SMARTboard, ELMO, projector, surround sound, clickers, etc. overnight. I was fortunate enough to attend all the formal and informal trainings with my mentor teacher and use the new technologies daily. Shortly after completing my student internship in undergrad, I attended a career fair and several districts seemed particularly interested in my knowledge and use of technology.
Fortunately, I was hired to teach first grade. Unfortunately, the school district that hired me severely lacked technology resources. The school had two overheads…to share! Going from one extreme to the other allowed me to reflect on the level of student engagement, teaching strategies, and resources available. It was during this time that I realized I wanted to pursue a graduate degree in educational technology. I did not want to use technology just for the “bells and whistles,” but for the increased learning potential, engagement, and differentiation that could be offered.
I am now in my third year of teaching at the elementary level. I have moved districts due to cutbacks, but my experiences in the College of Education and during my student internship still stand out. At the start of the last school year, my principal came to me and told me that I had been selected to receive a Promethean Board due to my past experiences using similar equipment. Therefore, I was able to apply much of the MAET coursework directly into my classroom and teaching. My goal has been and still is to inspire lifelong learners who value education. Through the MAET program, I have gained skills that further allow me to empower my students to take responsibility for their own learning. The use of technology allows for differentiation of instruction and allows for students to meet their needs in an individualized manner. Creating courses, WebQuests, and blogs, all of which have been used within my elementary classroom, have helped provide remedial intervention, review, or have provided additional challenges for students. I started out this program hoping to directly apply my coursework into my classroom. Many elements I successfully integrated to coincide with the existing district and state curriculum. Some knowledge gained in the MAET courses was also used for personal growth such as organization, being introduced to larger peer networks, social bookmarking, and simple knowledge of new programs and technologies.
While composing my Future as a Learner essay, I realized that technology is always changing and evolving. Becoming a master of one particular technology is not as beneficial as learning strategies and ideas that can aid when learning and discovery new technologies. My increased confidence came from experimenting with various technologies and discussing ideas and uses with peers. This experimentation made me realize that online learning can be similar to using manipulatives or hands-on learning. It is easy to follow step-by-step directions, but when doing so I retain little information. Experimenting puts the learner in charge of his or her learning, goal setting, and progress. Many people learn by doing and I realized, particularly during this degree, that I am one of those people. This has also allowed me to see the perspective of my current classroom students. At the elementary level, students are just beginning to explore and integrate various technologies into their everyday lives.
Allowing time for experimentation or trial and error has the potential to impact their overall learning greatly. I realize that always providing step-by-step directions may hinder their growth and cause them to lack problem solving skills that will be crucial in the future. I felt that during CEP 812, Applying Educational Technology to Practice, I was given plenty of time to explore and experiment with various technologies. The assignments were straight forward, but at the same time allowed for individual preferences. During this course, I realized the full potential and collaborative benefits of using Google Documents. I know use Google Documents to create and edit grade level newsletters so that all teachers can collaborate at once. I have also been saving documents I work on or create at home on Google Documents. That way I can access them at school as well. I also began conducting research while completing the Wicked Problem Project. I was able to select a topic that was important to me, my students, and my resources. I selected iPods to increase reading fluency. In the future, I hope to turn my project into a grant for my classroom. I have already submitted my initial idea to the district grant committee.
In CEP 820, Teaching K12 Students Online, I created an online course for elementary students learning how to subtract double digit numbers with regrouping. This course development allowed me to reflect on my personal online experiences, my teaching style, and how to engage students. I felt this was a reflective course for me because I thought back to previous courses and units that discussed web design, TPACK, and teaching strategies while creating my site. I liked how broad the class was so that all students could create something that was meaningful and would apply directly to their line of work. The interactions with peers and the feedback were also helpful. I found it helpful and interesting to create and receive screencasts from the instructors. This method of feedback provided me with yet another idea of how to interact with my students in an online setting. Using screencasts is especially important for early learners, who may not be able to read written directions or feedback. This course really proved to me that I could truly create an online unit that can impact student learning, differentiate instruction, and still coincide with my teaching styles and beliefs.
During CEP 811, Adapting Innovative Technology to Education, I realized how to effectively use limited technological resources to impact student achievement and learning. Often schools block internet sites or sites contain inappropriate advertisements. Additionally, some sites are too “busy” for young learners and can distract from the content. I created an interactive lesson with audio, visuals, and written information during Microsoft PowerPoint. This course taught me that not everything has to be new, but can be still be effective when used in a new way. Even though I have used PowerPoint for many years, I had never used it in quite this way to create an engaging slidecast to use within the classroom. I liked the ability to select the topic and grade level. I created a project about telling time to the hour and half hour using both twelve hour and digital clocks. I used this slidecast in my first grade classroom to introduce, review, and reinforce the concept. I was also able to email the slidecast home for parents. During this course I also experimented with audio technology and added that to my slidecast. Audio technology is very important for elementary students who are still learning to following multiple step directions and decode words. Similarly, I thought it was important to begin to look at Internet resources that are appropriate and available in the school setting. I did this when creating a math WebQuest about adding various coins. During this course, I also found SoftSchools.com. This is a site that I use daily during Math Workshop that provides simple, engaging math games divided by topic and grade level. I really began to use social bookmarking during this course to follow peers, read blogs and articles, and keep track of sites I wanted to visit again and again.
Throughout the many MAET courses, it became evident that peer communication, feedback, and interaction were and are key for learning and growth to occur. Often the most meaningful information came from a fellow classmates’ blog post, feedback suggestion, discussion forum, email, or group project. All the strategies incorporated into the courses, allowed me to see the importance of social interactions and learning. I also realized that the way we communicate is changing and expanding. I used Skype to organize one group project, Google Docs to edit another, Facebook and Angel discussion forums to discuss articles/topics. In CEP 800, Learn, School and Other Settings, we were required to blog and comment on other classmates’ blogs. Through this process, I learned blog etiquette, how to embed presentations, and create RSS feeds to keep up on current information. I also learned the importance of social bookmarking by using the site delicious.com to tag interesting sites. During this course, I realized how small the world really is becoming and that the resources for educators are endless.
Finally, the capstone program has allowed me to reflect on my time in the MAET program. All too often reflection is the component that is overlooked or taken out of course work due to time constraints. I like how this course guided me to look back, collect past coursework, and think about the future steps to continue growing as a learner and as an educator. I truly don’t think I would feel “complete” without this course. This reflection period also gave me a sense of pride for my accomplishments. It is easy to get caught up with life and forget about all the projects, essays, and time that have contributed to my growth. It was helpful to look back at my beginning goals, assess my progress, and calculate where I want to go in the future. The Future as a Learner essay “forced” me to think very specifically about where I want to go and not view my degree as the end of the road. The feedback from my peers has been helpful as I’ve created my portfolio site. The MAET program has made a more confident, problem-solver with many resources for integrating technology to increase student learning and engagement.
Working as a Technical Intern also clued me into where education was going, from the university level to the elementary level. I watched educators in university settings struggle to complete simple technology tasks and cheered others on as they pushed the envelope. Through these experiences I realized the importance and the benefits technology can add if used to aid student learning and understanding. Likewise, I also learned that technology can be used simply for the sake of using it and not for any additional learning purpose. During my student internship year, my mentor teacher received a technology grant. Our classroom became equipped with a SMARTboard, ELMO, projector, surround sound, clickers, etc. overnight. I was fortunate enough to attend all the formal and informal trainings with my mentor teacher and use the new technologies daily. Shortly after completing my student internship in undergrad, I attended a career fair and several districts seemed particularly interested in my knowledge and use of technology.
Fortunately, I was hired to teach first grade. Unfortunately, the school district that hired me severely lacked technology resources. The school had two overheads…to share! Going from one extreme to the other allowed me to reflect on the level of student engagement, teaching strategies, and resources available. It was during this time that I realized I wanted to pursue a graduate degree in educational technology. I did not want to use technology just for the “bells and whistles,” but for the increased learning potential, engagement, and differentiation that could be offered.
I am now in my third year of teaching at the elementary level. I have moved districts due to cutbacks, but my experiences in the College of Education and during my student internship still stand out. At the start of the last school year, my principal came to me and told me that I had been selected to receive a Promethean Board due to my past experiences using similar equipment. Therefore, I was able to apply much of the MAET coursework directly into my classroom and teaching. My goal has been and still is to inspire lifelong learners who value education. Through the MAET program, I have gained skills that further allow me to empower my students to take responsibility for their own learning. The use of technology allows for differentiation of instruction and allows for students to meet their needs in an individualized manner. Creating courses, WebQuests, and blogs, all of which have been used within my elementary classroom, have helped provide remedial intervention, review, or have provided additional challenges for students. I started out this program hoping to directly apply my coursework into my classroom. Many elements I successfully integrated to coincide with the existing district and state curriculum. Some knowledge gained in the MAET courses was also used for personal growth such as organization, being introduced to larger peer networks, social bookmarking, and simple knowledge of new programs and technologies.
While composing my Future as a Learner essay, I realized that technology is always changing and evolving. Becoming a master of one particular technology is not as beneficial as learning strategies and ideas that can aid when learning and discovery new technologies. My increased confidence came from experimenting with various technologies and discussing ideas and uses with peers. This experimentation made me realize that online learning can be similar to using manipulatives or hands-on learning. It is easy to follow step-by-step directions, but when doing so I retain little information. Experimenting puts the learner in charge of his or her learning, goal setting, and progress. Many people learn by doing and I realized, particularly during this degree, that I am one of those people. This has also allowed me to see the perspective of my current classroom students. At the elementary level, students are just beginning to explore and integrate various technologies into their everyday lives.
Allowing time for experimentation or trial and error has the potential to impact their overall learning greatly. I realize that always providing step-by-step directions may hinder their growth and cause them to lack problem solving skills that will be crucial in the future. I felt that during CEP 812, Applying Educational Technology to Practice, I was given plenty of time to explore and experiment with various technologies. The assignments were straight forward, but at the same time allowed for individual preferences. During this course, I realized the full potential and collaborative benefits of using Google Documents. I know use Google Documents to create and edit grade level newsletters so that all teachers can collaborate at once. I have also been saving documents I work on or create at home on Google Documents. That way I can access them at school as well. I also began conducting research while completing the Wicked Problem Project. I was able to select a topic that was important to me, my students, and my resources. I selected iPods to increase reading fluency. In the future, I hope to turn my project into a grant for my classroom. I have already submitted my initial idea to the district grant committee.
In CEP 820, Teaching K12 Students Online, I created an online course for elementary students learning how to subtract double digit numbers with regrouping. This course development allowed me to reflect on my personal online experiences, my teaching style, and how to engage students. I felt this was a reflective course for me because I thought back to previous courses and units that discussed web design, TPACK, and teaching strategies while creating my site. I liked how broad the class was so that all students could create something that was meaningful and would apply directly to their line of work. The interactions with peers and the feedback were also helpful. I found it helpful and interesting to create and receive screencasts from the instructors. This method of feedback provided me with yet another idea of how to interact with my students in an online setting. Using screencasts is especially important for early learners, who may not be able to read written directions or feedback. This course really proved to me that I could truly create an online unit that can impact student learning, differentiate instruction, and still coincide with my teaching styles and beliefs.
During CEP 811, Adapting Innovative Technology to Education, I realized how to effectively use limited technological resources to impact student achievement and learning. Often schools block internet sites or sites contain inappropriate advertisements. Additionally, some sites are too “busy” for young learners and can distract from the content. I created an interactive lesson with audio, visuals, and written information during Microsoft PowerPoint. This course taught me that not everything has to be new, but can be still be effective when used in a new way. Even though I have used PowerPoint for many years, I had never used it in quite this way to create an engaging slidecast to use within the classroom. I liked the ability to select the topic and grade level. I created a project about telling time to the hour and half hour using both twelve hour and digital clocks. I used this slidecast in my first grade classroom to introduce, review, and reinforce the concept. I was also able to email the slidecast home for parents. During this course I also experimented with audio technology and added that to my slidecast. Audio technology is very important for elementary students who are still learning to following multiple step directions and decode words. Similarly, I thought it was important to begin to look at Internet resources that are appropriate and available in the school setting. I did this when creating a math WebQuest about adding various coins. During this course, I also found SoftSchools.com. This is a site that I use daily during Math Workshop that provides simple, engaging math games divided by topic and grade level. I really began to use social bookmarking during this course to follow peers, read blogs and articles, and keep track of sites I wanted to visit again and again.
Throughout the many MAET courses, it became evident that peer communication, feedback, and interaction were and are key for learning and growth to occur. Often the most meaningful information came from a fellow classmates’ blog post, feedback suggestion, discussion forum, email, or group project. All the strategies incorporated into the courses, allowed me to see the importance of social interactions and learning. I also realized that the way we communicate is changing and expanding. I used Skype to organize one group project, Google Docs to edit another, Facebook and Angel discussion forums to discuss articles/topics. In CEP 800, Learn, School and Other Settings, we were required to blog and comment on other classmates’ blogs. Through this process, I learned blog etiquette, how to embed presentations, and create RSS feeds to keep up on current information. I also learned the importance of social bookmarking by using the site delicious.com to tag interesting sites. During this course, I realized how small the world really is becoming and that the resources for educators are endless.
Finally, the capstone program has allowed me to reflect on my time in the MAET program. All too often reflection is the component that is overlooked or taken out of course work due to time constraints. I like how this course guided me to look back, collect past coursework, and think about the future steps to continue growing as a learner and as an educator. I truly don’t think I would feel “complete” without this course. This reflection period also gave me a sense of pride for my accomplishments. It is easy to get caught up with life and forget about all the projects, essays, and time that have contributed to my growth. It was helpful to look back at my beginning goals, assess my progress, and calculate where I want to go in the future. The Future as a Learner essay “forced” me to think very specifically about where I want to go and not view my degree as the end of the road. The feedback from my peers has been helpful as I’ve created my portfolio site. The MAET program has made a more confident, problem-solver with many resources for integrating technology to increase student learning and engagement.