Taking on the Challenge

 

When I started the Masters in Educational Technology program at Michigan State University, I knew I was throwing myself into a program that would challenge me, and force me to create, think, write, and share in new ways. I was ready for growth, and I knew it was time to begin my Masters program in Educational Technology (MAET). Now that I am finishing up the program, I am fired up to teach and create. I want students to know that they are powerful creators, and that people of all ages can contribute and change the world.

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I have been inspired by technology use in the classroom. I have learned that technology is a powerful tool for learning, when it is used with intention, creativity, and purpose. I love connecting with other educators through social media to see what they are doing in their classrooms. The Internet provides endless inspiration for teachers, and fuels my excitement for teaching and learning.

 

My Thoughts on Technology in Education

 

Many districts have invested tens of thousands of dollars in providing students with one-to-one chromebooks and internet connectivity. Technology fluency is something our students will need to be successful learners and workers in the twenty-first century, as supported by the ISTE (International Society for Educational Technology), iNACOL (International Association for K-12 Online Learning), ITEC (Iowa Technology and Education Connection), and the government of Iowa. I believe we must provide students with opportunities to engage and create with technology across the content areas.

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I believe technology needs to be integrated into the curriculum we teach. “Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas” ( National Education Technology Plan, retrieved from www.ed.gov ). Elementary teachers in schools across the country have been asked to teach twenty-first century skills, and have been given access to technology tools to do this. Technology availability alone will not make our students more successful in the digital age. Technology is a tool, and we must use that tool in a way that will equip our students with the knowledge they need to be skilled digital consumers and contributors. Technology integration should provide students with a learning experience that cannot be replicated with traditional tools.  Technology integration will transform the way we teach and learn, just as it has transformed the way we play, communicate, and work.

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In order for teachers to integrate technology in a meaningful and effective way, all schools would benefit from providing opportunities for K-12  teachers to learn research-based strategies for implementing digital tools in our classrooms. Chromebooks, SMARTboards, Ipads, 3D printers, multi-touch screens, and the Internet are all resources that are available to the teachers in my district. Yet they are only effective tools for teaching and learning if the teachers that use them are provided with the training and education needed to become technology experts. I am so grateful to have been given the opportunity to learn from the many knowledgeable teachers in the Master’s in Educational Technology program at Michigan State University.

 

Online Learning

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After graduating with my post-Bachelor’s certification in Elementary Education, I did not think I would pursue a graduate degree through online instruction. I enjoyed the in-person discussions and group collaboration that came with a traditional program. At the time, I did not understand the value and potential of online learning.

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I began to change my perspective after seeing my mother, father, and brother successfully work through online classes. My family raved about their learning experiences at Michigan State University. My mother loved being able to be creative, and show her learning in a variety of ways. My father loved connecting with teachers from all backgrounds, from all around the world. My brother appreciated the flexibility that came with online learning. He was able to balance working full-time in Japan, while completing a Master’s degree from MSU.

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I was initially intimidated by online learning, wrongfully thinking that I would be without support as I worked through challenging graduate content. I am so glad that I embraced the uncertainty and decided to jump right in by joining the 2016 MAET Online Cohort. Learning online about educational technology has provided me with a deep appreciation for the benefits and value of online learning. I needed to manage my time, coordinate schedules, communicate effectively, and develop habits that would ensure my success in the program.

 

Program Highlights

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I started the MAET program by completing the Educational Technology Certificate, which included three engaging and thought-provoking classes: Teaching for Understanding with Technology, Adapting Innovative Technologies in Education, and Applying Innovative Technologies to Issues of Practice. I took these three classes during the summer of 2016, and began the school year inspired to use technology in my elementary classroom.

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My favorite of the three classes was Applying Innovative Technologies to Issues of Practice. In this course, I attended group Zoom sessions to collaborate with other teacher professionals on a wicked problem website. Wicked problems are complex, multi-dimensional problems that do not have a clear answer. They often have multiple layers to them, and the solution to the problem is a moving target, making it almost impossible to solve; we can offer ways to address the problem, but it would be near impossible to eliminate it.

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The wicked problem that my group chose to focus on was keeping education relevant. Schools need to be teaching skills that will be relevant to our students’ futures. Some of the jobs that the future holds for them haven’t even been created yet. This makes it difficult to determine what content is relevant, and what needs to be set aside. Teachers cannot teach the same thing year after year, and expect to prepare students for an ever-changing and complex world. This problem of keeping education relevant left a big impression on me, and I continue to think about this as I construct my lessons, begin new learning goals, and work through my graduate classes.

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Another class that was a highlight for me in the program was Learning in Schools and Other Settings. This class focused on learning across the lifespan, and we discussed and read a lot about the power of habits in transforming our thoughts and behaviors. Our lives and routines are made up of habits. I was challenged to personally address my own habits, and determine which ones were producing positive and negative outcomes in my life. I reflected on the habits that were holding me back from the type of life I wanted to live, and began to change them. We learned how important it is to understand cues and rewards attached to our habit loops, in order to transform our behaviors.

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We also used our knowledge of the habit loop to discuss and address student behaviors. If I am trying to alter a student’s behavior in my classroom, I reflect on the undesirable habits that have formed, and determine what rewards are reinforcing that behavior. This perspective has been helpful in working to transform other people’s habits.

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The largest practical lesson that I took away from the class is that habits are easy to start, but difficult to stop or change. This means that when I start a new school year, I need to develop desirable habits in my students right away, so that we can have a successful year of learning.

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My favorite class from the entire program was Teaching School Subject Matter with Technology. I think I enjoyed this class because it was packed full of interest readings and videos. I took this class while I was teaching full-time, and the themes that were addressed in the class were on my mind throughout my work day. Some of the topics that stood out the most for me was authentic learning, creativity in education, and technology as a tools. This class included a lot of writing and discussion, which required me to think deeply about the subject matter and content.

 

My Teaching Practice

 

 

All of my courses taught me important lessons about teaching, learning, and technology, and I found each one to be transformative. My teaching practice has grown to reflect the lessons that I have learned while in the MAET program. I have learned about creativity and making, addressing real-world problems with the best tools available, about worldwide collaboration, and about leading positive change.

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Creativity and making was a large theme in the MAET program. When students are creating, they are more likely to be engaged and invested in their learning experiences. The jobs of the future will require our students to do something beyond what a robot can do, and creative problem solving and human expression will be of great value. When we teach, we cannot forget the importance of making, and sharing. When a student creates, and puts something out into the world, they are influencing their world and that gives them power. We must empower our students by encouraging them to shape the world that they live in through making.

I believe teaching must provide students with authentic learning experiences by having them address real-world problems. In order to seriously address real-world issues, schools will need to provide students with the modern tools. That is where technology comes in. Technology provides an array of tools to help solve problems. With technology, students can create movies, blogs, websites, music, and share their thoughts and ideas through social media. Instead of simply engaging with their classroom peers, today’s students are often connecting to an audience bigger than the towns they live in.

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In my class, I plan to have students create projects using online tools, like Screencastify and Blabberize. They can put together slideshows using Google Slides or Prezi, and then record their voice as they scroll through their presentations. I want to encourage students to be creative, and share with their peers. To start this school year off, I plan to have students write poems about themselves, and then create a slideshow that goes along with their poem. Finally, students will screencast their slideshows, and record themselves reading their poem. I'd like to use SeeSaw to have students build learning portfolios and share their work. 

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The Internet allows students to use their creations and ideas to influence the world outside of school building. They are able to find causes and subjects that they are passionate about and connect with a community of people who hold similar interests. They can develop relationships with experts from around the world, who can nurture their curiosity and interest. With technology, schools will be able to provide personalized learning experience based on a student’s interest.

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When I began the MAET program, my professional learning community was limited to the small rural school district I worked in. In the past year, I have used social media tools like Twitter to build a much larger, and diverse PLC to problem solve with, gain ideas from, and be inspired by. My professional learning community includes authors, speakers, educators, and researchers from around the world. I am so grateful to live and teach in a time when technology can connect so many great professionals.

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The program, particularly a class called Technology and Leadership has also given me new knowledge and insight on leadership in education. I believe effective leaders start with a vision, and have the ability to commit to that vision regardless of the distractions and difficulties that arise. Effective leaders do not get lost in instrumental thinking, but keep their attention on the instructional goals associated with their vision. leaders are able to share their vision with others by communicating in consistent and inspiring ways. This is important because if change is going to happen in an organization, a leader will need to involve all stakeholders in the process, and achieve buy-in from key people in the organization. There will inevitably be dissenters, but change can still occur despite them. It’s the key people (the leaders) who will help support the vision, and move the organization forward.

 

In conclusion, this program has made me a better educator, learner, creator, and leader. I feel grateful for the opportunity to earn my Master’s in Educational Technology through Michigan State University’s online program. This experience has changed my vision for what the future of education looks like. By using technology tools in transformative ways, we can redefine the learning experience to be more relevant, engaging, and student-centered.