work on my unit on one of the free sites. The unit I created, The Road to the Revolution, is a hybrid blended unit. It incorporates classroom interactions as well as a decent amount of teaching and learning occurring online. Not only did I have to think about the tools that were integrated in the unit and meeting the standards, I needed to be sure that there was student engagement and that is was student centered online. My design needed to be organized for students, involve inquiry, and incorporate collaboration. This course really taught me how to use student centered blended learning in the classroom. It has changed the way I teach.
During the fall semester in 2016 I took a very beneficial course Accommodating Differences in Literacy Learners- TE 846. I took this course at just the right time. I was focusing on my English Language Arts instruction that year and wanted to develop more effective ways to meet the needs of my students. This course aided my development as a literacy teacher. One thing the instructor said that got me thinking was “We regularly assess comprehension (by asking questions), but we rarely teach it.” When I pondered that statement it really got me thinking about if I provide enough support and teaching when it comes to comprehension. I began to focus on explicitly teaching strategies for the different types of texts. Another focus in this course was on vocabulary. This was important because it happened to be a current school improvement goal- improve students knowledge of content vocabulary and academic vocabulary. I learned many strategies for teaching vocabulary and the importance of teaching it in context. I conducted a case study on one of my students using the new strategies and they proved to be effective in the study. The themes in this class were focused on all aspects of language and the largest factor for learning- student motivation. The concept was in tandem with what I had been learning in my other courses. The learning needs to be student-centered, and kids have to be motivated for optimal learning.
The most challenging course, for me, was Approaches to Educational Research- CEP 822. I originally dreaded the thought on pushing my way through long boring research papers that seemed so far removed from what I do in the classroom! My opinion changed once I pushed up my sleeves and started reading and thinking about what the research was saying. I was pleased when I was told that I could choose the topic that I would be learning about. Since I teach in a gifted and talented magnet program for my district, I decided to look closely at what research says about best meeting the needs of gifted students. I learned how to use research as a teacher to draw some of my own conclusions instead of just reading the conclusions of someone else. When reading research I learned about the importance of critiquing the papers methods, validity, and reliability. I was also able to develop more of an understanding about what evidenced based practice in education is and how it applies to me. My understanding of producing knowledge through my own inquiry of educational practices in my classroom was developed.
The program was wrapped up in a final Capstone Portfolio Course- CEP 807. The Capstone course was beneficial because it enabled me to look back on my program and reflect on how far I have come as an educator and a learner. I developed an online portfolio that demonstrates my learning through a showcase, and shares all about me in my resume, teaching philosophy, and peek into my classroom. First, I reflected on my goals and how they have changed in my Goal Reflection Essay, then I articulated my future learning goals and next steps to continue learning and being a professional educator in another my Future Learning Goals Essay. Finally, I reflect here, on my program and growth as an educator.
When I think back at what I thought I would get out of this program when I first started it, I am amazed at what I actually got out of it in the end. I now feel confident when I talk with teachers about how technology can support teaching and learning in the classroom, and how we can reimagine what we can do in the classroom using technology. I have become more informed, reflective, and thoughtful throughout the program. In the program I learned much more about learning and best practices in the classroom. I realized that as an advocate for students, I need to promote creativity in the classroom and find ways to give my students a voice. I learned that with the integration of technology the art of teaching is even more important. Good teaching can and should be used when incorporating tech! The overall experience helped me understand how technology can support 21st century learners and create the optimal learning environment with whatever tools I have. I learned how to get students creating, collaborating, and sharing. I also learned how important it is to be a change agent that is a part of a community of teachers. Whether I stay teaching in the classroom or take a role as a full time technology integration specialist, I hope to inspire students and teachers to reach beyond the looking glass!
The Other Side of the Looking Glass
Reproduced by permission of the publisher, © 2012 by tpack.org
As a new teacher fresh out of my undergraduate education, I eagerly stepped into my classroom ready to delve into teaching. I loved my job. The kids. The content, and the BOOKS! My passion for reading and learning helped me foster an environment for my kids where we could share as we grew. However, I knew I wasn’t done with my official education. I still had questions. Lots of questions. I still knew I needed to learn so much more to be the best teacher I could be for my kids. I knew I needed more to be able to offer back to my colleagues what they had offered to me: inspiration and knowledge. My desire to learn drove me to inquire about masters programs that were offered near me. The program needed to be applicable to teaching and learning in the classroom and be something that I was actually going to benefit from. I didn’t want the fastest or the cheapest. I wanted something that was worth my time and would help me grow into a professional in my field.
The year I was hired, our school was just starting to install technology in the classrooms. Each teacher received a Promethean board mid-year that year, and the following year classroom sets of Chromebooks were purchased on carts for teachers to use at their discretion. Being a self-directed learner I immediately began my own learning about how to best implement these new technologies. I used Youtube and teacher blogs, social media, and read the newest professional books out on the topic. That helped out with the immediate circumstance. Unfortunately, I was learning quick strategies but lacked the foundational understandings of the benefits and best practice uses of technology in the classroom. I applied for, and received, the building technology position which originally had a role of helping teachers know how to physically use the tools. How to get the screen to show properly, how to make a flipchart, and so on. After a couple years of the role being about logistics, it changed to be about how to use the technology to support teaching and learning in the classroom. At the same time of getting the Technology Integration Specialist role, I found a program that I thought would meet my needs. The Master of Art in Educational Technology (MAET) program at Michigan State University was exactly what I needed to grow as a teacher and a professional. I could envision it. Like seeing myself in a mirror- I could see myself graduating down the road with all the new technology tools and strategies that would get my kids excited about learning!
Little did I know I would leave with so much more than that. There was a whole other side to the looking glass. A few classes really helped open me to a new mindset in learning. My first course was one of the most impactful I would take in my graduate program. In CEP 810, Teaching for Understanding with Technology, I began to develop a foundational understanding of the relationship between technology, pedagogy, and content knowledge (TPACK). Integrating technology was no simple task! I began to see how just using a new tech tool wasn’t enough for effective teaching. When planning to integrate technology, I needed to think specifically about what I know about good teaching, then what I know about which technologies that will help students with that content and what makes sense to be used with it. Finally, I was thinking about technology and having a good understanding of what it can do to support the teaching and content. My focus went back to learning, rather than focusing on the technology. I read about learning and wrote a paper you can see here. Now, with teaching and learning as the core focus, I stay grounded when there are an endless number of new technology out at all times!
The next course that was really impactful to me was CEP 811, Adapting Innovative Technologies in Education. This course challenged me to be a maker and to learn about the maker movement. Adults and children all over the country are joining this movement to use their creative talents and make something, anything! I purchased a small littleBits set during this class for an assignment. My own children were enthralled with the concept and were right there with me making their own creations. I could see the power first hand before even taking it into my class. My daughter and I created a caterpillar out of random household items and the littleBits electronic modules. This class changed my teaching immediately. I started giving my students time to create stuff. I applied for a littleBits classroom workshop set and received the grant from the Northville Educational Foundation. My students thrived in an atmosphere where they were not just recipients of content but creators
While there were so many important pieces to this program, another course that stands out is CEP 820, Teaching Students Online. At this time I had really built up my confidence with understanding the foundations of using technology to support teaching and learning in the classroom. This course, however, challenged me to learn how to meet the needs of students using an online classroom. This was completely different than using tools. I needed to decide on a course management system. I needed to look closely at websites were out there that could house my classroom. I was already using Google Classroom with my students and didn’t think that would fit my needs for an entire unit online, so I decided to try Weebly. Weebly worked really well and I was able to
"I knew who I was this morning, but I've change a few times since then." Lewis Carroll, Alice's Adventures in Wonderland & Through the Looking-Glass
of prototypes. They collaborated, created, and shared their ideas including reflection. Just like I did in my class. Reflecting on what I created and the process was very beneficial. Another idea I focused on in CEP 811 was collaborative problem solving. I read up on current best practices and how the Maker Movement supports that in the classroom. Some skills I developed included planning using Understanding by Design by Wiggins & McTighe, and looking closely at International Society for Technology in Education (ISTE) standards and Common Core State Standards. During this course I also looked at the learning spaces that I had in my classroom and was challenged to see if it was designed for 21st century learning. On a whole, this course helped me to develop a mindset of seeing my students and our classroom as makers in a makerspace. It helps me focus on being student-centered.
Inside the caterpillar- the littleBits modules.
Our caterpillar's eyes light up when we talk to it!