Final Reflection
Looking Backwards
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Education has always been a constant in my life, whether I’m taking classes or teaching classes. However, I have always appreciated my position as a teacher more so than my position as a student. I can think of hundreds of times that I’ve begrudgingly sat in workshops, meetings, and trainings listening to a staff member lecture on and on about information that I instantly disregard. A form of professional development amnesia. I do value the expertise of my colleagues, but the material outside of my classroom does not always hold my interest. There are indeed many times that I’ve taken away teaching gems and resources that benefit the growth of my teaching style, but more often than not I am making a to-do list to pass the time in required professional development. A Master’s in Educational Technology has been the first source of professional development that I have actively chosen to take on as a student. I came into the program with low expectations, after all, I know how to send e-mails and I’m on Facebook all the time. I have a class website, and I take my students to the computer lab every week. There can’t be much more to it, can there?
I can honestly say that a monumental shift in my understandings of professional development has occurred over the course of this summer. I found my love of learning that has been lost for so long. I also realized the depths of my misunderstandings and the importance of constant inquiry. This shift in my own understandings has allowed me to open up, make connections, and put into practice new ideas so that I can continue along the path of self-improvement. “Teaching, like any complex cognitive skill, must be practiced to be improved” (Willingham, 189). For the first time in my life, I am enjoying my role as a student. I came to the conclusion that I was not approaching professional development from the inside out. Now, I understand that inside beliefs and understandings must come out, and only then can something outside go in. Furthermore, these two processes – the inside out and the outside-in movements of knowledge – alternate almost endlessly (Shulman, 1).
My summer experience has been a model of teaching and learning that I will never forget. It all began with a bag of suckers. I made the assumption that the suckers were a snacking food, something to keep our hands and mouths busy as we listen to a series of lectures. I couldn’t have been more wrong. The common sucker was the first resource that brought on multiple perspectives and introduced the lesson of creatively repurposing technology (Mishra). Such a huge lesson was packed into a tiny morsel within the first five minutes of class. The all mighty sucker was just the beginning! Throughout the day I felt challenged to wonder, discover, and take on the use of new resources with a group of eager individuals at my side. By the end of class on the very first day I had learned more about teaching and learning than all previous professional development courses combined. I also had a newfound ambition to challenge myself and explore the day’s tech tips right after dismissal. My independent studies lasted throughout that first night as I soaked up course readings and feel asleep with my computer at my side.
I entered the second day of class ready to learn, but I still harbored the anticipation of boredom while I was convinced that my sudden burst of learning would not last. Fantasia set in (Shulman, 3). My persistent lack of confidence in professional development was confirmed with the introduction of nostalgic, traditional theorists. After years of child development coursework, Skinner, Piaget, Vygotsky and the rest of their buddies came back to haunt me. However, I relaxed as theories were approached from their presence in the real world. These non-threatening connections allowed me to make my own connections between traditional theories and my classroom for a better aesthetic understanding (Girod). I realized that there is room and reason for past ideas in the present. “Experts in a field do not necessarily know more, but have a greater understanding of the key concepts in their field, and a more developed understanding of how and when to apply those concepts” (Levstik & Barton, 11). I also found myself experimenting with new technology as I collaborated with my group to present assigned theories to the rest of the class. In doing so, I not only learned from my group, but from the other groups as they presented different materials with different technology. Here I noticed that learning is least useful when it is private and hidden; it is most powerful when it becomes public and communal (Shulman, 2). I quickly grew to understand that every experience was going to be a learning experience, and I would have to be flexible in my own understandings in order to take full advantage of what was to come. The remainder of the face-to-face course work continued to confront my way of thinking and inspire a craving for more. I learned how to work with a group, who like me, was excited to learn yet eager to hold onto what has already been tried and true. I discussed research, pursued research, and created research. I did everything that I hope my students will do at the beginning of each year. I engaged with excitement and passion to be a better, more knowledgeable version of myself.
These enriched educational experiences this summer have left me with the desire to transfer my evolved understandings of teaching and learning to my future students. I am determined not to let good ideas lie dormant and inert. It is a goal of mine to reexamine technology, all technology both high tech and low tech, with an open mind. To do this I am committed to the full integration of technological, pedagogical, and content knowledge (TPACK). I now realize that it’s not the use of cool new toys that produces powerful teaching and learning experiences. Successful understanding lies in the creative repurposing of traditional approaches and the deliberate incorporation of technology in every act of teaching (Mishra & Koehler, 16). I want my students to re-see common elements, like the humble sucker, in new ways with endless possibilities. In doing so, they themselves will repurpose the classroom as a whole. I want them to develop the same sense of inquiry and motivation to seek out knowledge independently as I did every night after class. At the end of a day, a teacher can’t make someone else learn. Understanding changes when one becomes dissatisfied with what he or she already knows (Levstik & Barton). Most importantly, I want my students to readily make mistakes and be open to sharing their learning experiences with one another in public. After all, learning is simply not magic.
I can honestly say that a monumental shift in my understandings of professional development has occurred over the course of this summer. I found my love of learning that has been lost for so long. I also realized the depths of my misunderstandings and the importance of constant inquiry. This shift in my own understandings has allowed me to open up, make connections, and put into practice new ideas so that I can continue along the path of self-improvement. “Teaching, like any complex cognitive skill, must be practiced to be improved” (Willingham, 189). For the first time in my life, I am enjoying my role as a student. I came to the conclusion that I was not approaching professional development from the inside out. Now, I understand that inside beliefs and understandings must come out, and only then can something outside go in. Furthermore, these two processes – the inside out and the outside-in movements of knowledge – alternate almost endlessly (Shulman, 1).
My summer experience has been a model of teaching and learning that I will never forget. It all began with a bag of suckers. I made the assumption that the suckers were a snacking food, something to keep our hands and mouths busy as we listen to a series of lectures. I couldn’t have been more wrong. The common sucker was the first resource that brought on multiple perspectives and introduced the lesson of creatively repurposing technology (Mishra). Such a huge lesson was packed into a tiny morsel within the first five minutes of class. The all mighty sucker was just the beginning! Throughout the day I felt challenged to wonder, discover, and take on the use of new resources with a group of eager individuals at my side. By the end of class on the very first day I had learned more about teaching and learning than all previous professional development courses combined. I also had a newfound ambition to challenge myself and explore the day’s tech tips right after dismissal. My independent studies lasted throughout that first night as I soaked up course readings and feel asleep with my computer at my side.
I entered the second day of class ready to learn, but I still harbored the anticipation of boredom while I was convinced that my sudden burst of learning would not last. Fantasia set in (Shulman, 3). My persistent lack of confidence in professional development was confirmed with the introduction of nostalgic, traditional theorists. After years of child development coursework, Skinner, Piaget, Vygotsky and the rest of their buddies came back to haunt me. However, I relaxed as theories were approached from their presence in the real world. These non-threatening connections allowed me to make my own connections between traditional theories and my classroom for a better aesthetic understanding (Girod). I realized that there is room and reason for past ideas in the present. “Experts in a field do not necessarily know more, but have a greater understanding of the key concepts in their field, and a more developed understanding of how and when to apply those concepts” (Levstik & Barton, 11). I also found myself experimenting with new technology as I collaborated with my group to present assigned theories to the rest of the class. In doing so, I not only learned from my group, but from the other groups as they presented different materials with different technology. Here I noticed that learning is least useful when it is private and hidden; it is most powerful when it becomes public and communal (Shulman, 2). I quickly grew to understand that every experience was going to be a learning experience, and I would have to be flexible in my own understandings in order to take full advantage of what was to come. The remainder of the face-to-face course work continued to confront my way of thinking and inspire a craving for more. I learned how to work with a group, who like me, was excited to learn yet eager to hold onto what has already been tried and true. I discussed research, pursued research, and created research. I did everything that I hope my students will do at the beginning of each year. I engaged with excitement and passion to be a better, more knowledgeable version of myself.
These enriched educational experiences this summer have left me with the desire to transfer my evolved understandings of teaching and learning to my future students. I am determined not to let good ideas lie dormant and inert. It is a goal of mine to reexamine technology, all technology both high tech and low tech, with an open mind. To do this I am committed to the full integration of technological, pedagogical, and content knowledge (TPACK). I now realize that it’s not the use of cool new toys that produces powerful teaching and learning experiences. Successful understanding lies in the creative repurposing of traditional approaches and the deliberate incorporation of technology in every act of teaching (Mishra & Koehler, 16). I want my students to re-see common elements, like the humble sucker, in new ways with endless possibilities. In doing so, they themselves will repurpose the classroom as a whole. I want them to develop the same sense of inquiry and motivation to seek out knowledge independently as I did every night after class. At the end of a day, a teacher can’t make someone else learn. Understanding changes when one becomes dissatisfied with what he or she already knows (Levstik & Barton). Most importantly, I want my students to readily make mistakes and be open to sharing their learning experiences with one another in public. After all, learning is simply not magic.
Looking Forwards
Picture Linked to Icon Source
The growth and development I expect of my students, I also expect of myself. My learning experiences this summer have only ignited a passion for continued education over the course of five years and beyond. My professional learning plan begins with what I already have at my fingertips. I look forward to exploring the technology at hand that has been provided by my school district. This includes new interactive whiteboards, iPads, and laptop computers. I see these tools as interrelated with the capability of seamlessly connecting to one another. It is not enough to simply use these tools, but to use them with creativity as a means of enhancing teaching and learning. Creativity can’t be taught, but it can be developed (Mishra). I plan to dig deeper into the interactive whiteboard software, ActivInspire as well as online resources from Promethean Planet so that I can present content in novel, effective and wholly connected - NEW ways (Mishra). Additional tools such as Apple TV will be repurposed to link the interactive whiteboard to the iPads through laptop computers and the school’s Wifi connection. I will also be attending district trainings so that I may continue my role as an Interactive Coach for my school, and in turn, provide guidance to my colleagues.
My professional learning plan extends beyond the reach of my school district as new technology is created and repurposed to benefit the educational community each and every day. It is so important to stay current in this fast paced arena so that students receive the best possible learning experiences that will prepare them for life in the 21st Century. I will use a combination of traditional texts and modern resources. Books that I look forward to reading are: Catching Up or Leading the Way, Yong Zhao, The Scientist in the Crib - A. Gopnik, A. Meltzoff & P. Kuhl, and Made to Stick - C. Heath & D. Heath. While a book can be a wonderful asset, new technology is quickly outdated in the time it takes to publish.. What faster way to receive recent and up to date information than Online. I plan to stay connected to pillars in the educational technology community such as MACUL (Michigan Association for Computer Users and Learning) and ISTE (International Society for Technology in Education). I attended the MACUL conference in 2012 and I hope to attend future conferences led by MACUL and ISTE. I will also be subscribing to and seeking out online journals that align with my professional learning plan such as the JTE (Journal of Educational Technology). With a watchful eye on I hope to stay on the cutting edge of new and repurposed technology in the classroom.
All of the above will happen over time as I learn and grow as a teaching professional. However, I am surrounded by technology every second of every day. Why not take advantage of this opportunity? “We all now can be publishers. We all now can find each other’s thoughts and ideas and can share, cooperate, collaborate, and take collective action. Time and geography are no longer barriers to communicating and working together” (McLeod). The final part of my professional learning plan will blend my social networks with my teaching networks. I will use Facebook Groups to keep in touch with fellow MAET students, follow my colleagues on Pinterest, and subscribe to technology blogs through my RSS Feed like: VentureBeat, Wired, MakeUseOf, Gizmodo, The Innovative Educator, and The Web 2.0 Connected Classroom. All of which will transfer into my classroom with creative ideas that will be sure to refresh my pedagogy. Furthermore, I am excited to keep track of my learning experiences with a journal of sorts. I will be using Evernote to log the daily pros and cons of technology and my attempts at TPACK in first grade. In doing so I will be able to easily reflect on the integration of technology, pedagogy and content along with my own understandings. My professional learning plan is unique to me in that it holds my interests, passions, and possibilities just within reach.
My professional learning plan extends beyond the reach of my school district as new technology is created and repurposed to benefit the educational community each and every day. It is so important to stay current in this fast paced arena so that students receive the best possible learning experiences that will prepare them for life in the 21st Century. I will use a combination of traditional texts and modern resources. Books that I look forward to reading are: Catching Up or Leading the Way, Yong Zhao, The Scientist in the Crib - A. Gopnik, A. Meltzoff & P. Kuhl, and Made to Stick - C. Heath & D. Heath. While a book can be a wonderful asset, new technology is quickly outdated in the time it takes to publish.. What faster way to receive recent and up to date information than Online. I plan to stay connected to pillars in the educational technology community such as MACUL (Michigan Association for Computer Users and Learning) and ISTE (International Society for Technology in Education). I attended the MACUL conference in 2012 and I hope to attend future conferences led by MACUL and ISTE. I will also be subscribing to and seeking out online journals that align with my professional learning plan such as the JTE (Journal of Educational Technology). With a watchful eye on I hope to stay on the cutting edge of new and repurposed technology in the classroom.
All of the above will happen over time as I learn and grow as a teaching professional. However, I am surrounded by technology every second of every day. Why not take advantage of this opportunity? “We all now can be publishers. We all now can find each other’s thoughts and ideas and can share, cooperate, collaborate, and take collective action. Time and geography are no longer barriers to communicating and working together” (McLeod). The final part of my professional learning plan will blend my social networks with my teaching networks. I will use Facebook Groups to keep in touch with fellow MAET students, follow my colleagues on Pinterest, and subscribe to technology blogs through my RSS Feed like: VentureBeat, Wired, MakeUseOf, Gizmodo, The Innovative Educator, and The Web 2.0 Connected Classroom. All of which will transfer into my classroom with creative ideas that will be sure to refresh my pedagogy. Furthermore, I am excited to keep track of my learning experiences with a journal of sorts. I will be using Evernote to log the daily pros and cons of technology and my attempts at TPACK in first grade. In doing so I will be able to easily reflect on the integration of technology, pedagogy and content along with my own understandings. My professional learning plan is unique to me in that it holds my interests, passions, and possibilities just within reach.
Works Cited
- Willingham, Daniel T. Why Don't Students like School?: A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for Your Classroom. San Francisco, CA: Jossey-Bass, 2010. Print.
- Shulman, L. (1999). What is learning and what does it look like when it doesn’t go well. Change, 31(4), 10-17.
- Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning & Leading with Technology, (36)7. 14-18. [Download it from here.]
- Girod, M. (2001). Teaching for aesthetic understanding (modified from dissertation)
- McLeod, S. (2011). Are We Irrelevant to the Digital, Global World in Which we Now Live?UCEA Review.