This program has far exceeded my expectations. Going into this program I was planning to learn about a few new technology programs, maybe gain some new career advice, and probably write several journal entries. What I got out of this program is a new perspective on technology, leadership skills and strategies to implement in various degrees, and a reflective journey compiled onto a digital platform that is accessible and shareable. I view myself differently because of this program and I view teaching differently as well.

​

I began seeing the change in my practice immediately following the first summer of courses. Because of this program, I now see my teaching role transformed. After the first summer where I allowed Warren Berger’s, “A More Beautiful Question” to infiltrate my thoughts, I began to teach my students to live in the question. In my classroom, I work to instill curiosity within my students and allow time for exploration. This was quite a change from the teacher I thought I would be. I thought I would be the teacher who was the expert, the one with all the brilliant ideas and perfectly structured lesson plans. Instead, I have learned to model curiosity by answering questions with questions and researching the answers together with my students. I learned how to explore understanding and new topics myself. I have also adapted my leadership role in the classroom. I now see the benefits in organizing a student-centered classroom where the teacher becomes the facilitator to allow ample opportunities for students to take ownership of their learning. 

 

One assignment that began to spark my interest and belief in student ownership was the special interest project (SIP) I completed during my first summer in the program. During this project, we started with a research question and began digging into a special interest of ours. I chose, digital portfolios. I saw the results of it benefiting my learning journey and wondered how I could apply that to my students’ learning journey. By researching various digital portfolio platforms I reflected on the affordances and constraints for different classroom contexts. With the information, I then designed a presentable poster. This required research skills, leadership qualities, and an engaging presentation. Although this was presented for my colleagues, the format was a simulation for a professional development presentation and a very impactful moment. 

 

When I began the journey in the Master of Arts in Educational Technology (MAET) program, the first learning took place in the form of a quickfire challenge. Basically, a quickfire challenged is designed with time constraints, vague open ended directions, with a specific outcome requested. Typically they require the use of a technology tool or platform as well. Essentially, it is an opportunity to experience failure and hopefully a bit of success to rediscover the creativity that it requires to elicit engagement and excitement within a lesson or assignment. These quickfires, quickly became a part of regular life in the MAET program. Hardly, however, becoming any easier to handle. Learning is intended to be a productive struggle. Learning will truly happen when you are at your most vulnerable place allowing new knowledge in seep in and embrace uncertainty. I have discovered that integrating technology is a similar feeling to that. Yes, there is always something that could go wrong but that is no reason to avoid it. Throughout this program, I have learned how to integrate technology effectively instead of simply use technology. I have also recognized that there are always powerful affordances as well as notable constraints to every technology tool. While integrating, it’s important to recognize the context of your class, school, and purpose behind the usage. 

 

Another aspect that really came to light throughout this program was during my second summer courses. We had a lot of discussion around the learner as a whole. By being aware of their biases, personal shame, motivation, digital native-ness, and self-efficacy, I can begin to explore how to become a better teacher and learner with my students. Brené Brown came up a lot throughout our discussion on this topic. If you’re interested in more of her work, check out this link to her website. 

 

Being a leader in educational technology comes with certain responsibilities. This program has brought those responsibilities to light. 

​

1. It is my responsibility to instill curiosity and to allow students a chance to fail and bounce back. 

2. It is my responsibility to develop lifelong learners. 

3. It is my responsibility to consider common misconceptions that students, coworkers, and parents have as I implement the TPACK framework.

4. It is also apparent that I still must consider the context in which I work. In some cases, technology is not available at home and it truly is a novelty for some students at school. 

5. It is my responsibility to be a learner! Quickfire challenges were a way for me to be back in the driver's seat of learning. 

​

​

​

​

 

Although all the courses in this program helped shape who I am as an educator and edtech leader, there were three that truly affected my thinking and practice. As you can see on my annotated transcript page, the course Teaching for Understanding with Technology was the first of summer courses that sent me into the MAET world. The crux of this course was discovering the meaning behind technology integration in studying the TPACK framework and the research that goes into it. This course was incredibly eye opening in so many ways. Not only was it the first course of my MAET journey, but it pushed me out of my comfort zone to say the least. This course pushed me to see not only the amazing affordances of technology but also to consider the constraints. 

​

Another specific course that truly impacted my thinking and practice was Innovative Technologies. This course opened my eyes to maker education and understanding what a makerspace is and can include. I had heard this buzz word mentioned before and had even seen some teachers applying it in their classroom. However, I never stopped to ask how it could be implemented in my own teaching and how it would affect my practice. During this class, we were first introduced to the makerspace mindset in true MAET fashion, a quickfire. Below you will find a journal entry I wrote as I attempted this first as a learner.

 

Initial thoughts: 

Well good thing I have my directions here because this is something I’ve never done before. If I can just follow these to a tee I can be successful with the implementation of the circuit. Afterwards, I can add my own flare. 

 

PLOT TWIST: “Put your computer screens down and start tinkering.” -Chris Sloan (MAET instructor) 

 

In school my mind is, what is the outcome and what are the directions to get me there. In a makerspace the mindset is, here are some tools and materials. Start tinkering and see what you can make and create. This is an out of comfort zone experience when it comes to lack of structure. I spend so much time of my day focusing on the structure and “well-oiled machine” of my classroom that I sometimes forget the benefits of messy experimentation. 

 

I believe in the maker space purpose to “empower children to use their brains and anything they could put their hands on to solve a problem”.Truly I do. So then why was it so hard for me to be a child?

 

Without directions, I activated my background knowledge (as I teach my students to do). As an unforeseen event, this also activated my misconceptions, which I never realized I had.  I saw the positive side of the battery and instead of viewing it as + on the up and - on the flipside. I connected it with a AA battery where + is the right end and - is the left end. A barricade for sure.

 

With more prompting and frustration, I was assisted to create a working circuit. Once I was able to get the basics I tried it again with more “success”. I then could work on the other end of the maker space mindset with other materials. As I look at what I created now, it looks so simple. Had I experimented more without any misconceptions or TIME LIMITS I wonder if I would have figured it out, without assistance. 

 

This then leads me to the question, when are time constraints good and beneficial to the learning process and when are they hindering on the full cognitive process? 

 

As I reflect on that morning, I can remember the details quite clearly. It was the day when my belief in structure and directions become a bit blurry. This led to my current research of cognitive constructivism, based on the work by Jean Piaget. Ultimately it has changed my teaching practice for the better. I view my students as problem solvers and I recognize my role as a facilitator as opposed to an instructor. Although I knew what scaffolding was, I still was struggling to see it in action. As it turns out, I couldn’t see it in action because I wasn't giving my students an opportunity or a structure to allow myself to powerfully implement it. Through the use of innovative technologies and the makerspace mindset, my teaching role is different, my belief in productive struggle is new, and learning is interactive and student centered.

 

 

 

 

 

The third course that had a powerful impact on me was centered around technology and leadership. As a leader, I learned to first consider the learner. Leaders are designed to inspire and instill creative problem solving techniques with a growth mindset and cultural empathy. After reading and reflecting on a leadership text, I discovered the angle I wish to mentor from. Using the DES model to describe, evaluate, and suggest while mentoring filled me with those leadership qualities I only hope I can lead with from here on out.

​

Finally, throughout my second year in the program, we were asked to give a 15-30 minute tech talk. This was designed to introduce and instruct our colleagues to 3 different tech tools that are either easy, challenging, or opportunistic in our field. Initially, as I gave this talk my first  thoughts were what is the most innovative piece of tech I use that no one knows about. However, when presenting in front of fellow edtech students this was a rather difficult dream. In this exercise, I learned that it isn’t just about what you’re presenting but the language, style, and format of your presentation. This school year I brought the idea of a short tech talk to my principal. She was overwhelming excited about this idea. Every staff meeting, I am given 10-15 minutes to present on a tech tool or a tech tip to help my colleagues navigate and integrate technology. I have received very helpful feedback as well as an overall positive reaction. This gives me ample opportunities to practice my leadership in real time while remaining in my current teaching positions. As I have learned with everything throughout this program, learning takes practice and it takes opportunity. Take the time to step out of your comfort zone and do something that you never thought you could.

​

This is how I plan to push myself from here on out. Leadership can be intimidating and technology can appear daunting. Understanding the TPACK framework and allowing it to take shape in my practice is two different things. This program has made such an impact on myself as a learner, a teacher, and as a person. By allowing myself to be vulnerable as a learner, I have been able to accomplish and learn more than I predicted. Starting with that one summer in Ireland, this program has opened my eyes to endless possibilities.