Postcards From My MSU Master's in Educational Technology
Synthesis Essay
Julie Howe
The journey through Michigan State University’s Master’s in Educational Technology program has been an exploration for discovery. I have traveled further and discovered more about learning, teaching and technology than I could have imagined. Collectively, my postcards are a travel journal documenting highlights in my progress and accomplishments.
Postcard from 21 Things: The Journey Begins
My Geocaching team. We won!
As a technology teacher teaching tech literacy, I felt that I needed to integrate newer technologies in my classroom for the benefit of my students. Technology changes so quickly and I was beginning to feel that some of my instructional methods were not effective or relevant. Our district’s technology director suggested I take a course called 21 Things for 21st Century Teachers. The course was offered locally by Central Michigan University and taught in a hybrid format of face-to-face and online instruction. I was anxious my lack of current tech knowledge and skills would be an embarrassment. Fortunately, it turned out to be the road map setting the direction to the MAET program. It was also the course that provided the foundation for the language or vocabulary of educational technology tools which was an asset in subsequent classes. This course also gave me some much needed tech confidence. By the end of 21 Things, I had strategies for implementing technology into my curriculum and for creating my personal learning network. My tech toolbox included blogs, wikis, RSS feeds, Google applications, geocaching, Twitter, VoiceThread, PhotoStory, Skype, mobile technology, Audacity and lessons for applying each one.
After each class we were assigned the task of implementing the tech tools, I would go back to my classroom and create lessons to “fit” the technology. It only took a few failed attempts before it became evident the technology had to be integrated into the lesson and not the other way around. That discovery resulted in the creation of a classroom wiki for career planning, collaborative projects on the history of the Internet and computer with Google Docs and student-created web pages with podcasts on Internet safety. Student engagement, learning and motivation improved to the point where I literally had to ask my students to leave the classroom because they all continued working after the bell rang.
Twenty-one Things for 21st Century Teachers also marked the beginning of my personal network of technology educators. One of the course instructors, Gina Loveless, was also a graduate of the MSU MAET program and contributed valuable information, support and motivation towards my master’s degree. Gina and I continue communication today via Tweets, emails and KRESA professional development programs. She is also a MACUL board member. I value her optimism, experience and technology skills.
(Photo by Julie Howe. Taken on iPhone)
After each class we were assigned the task of implementing the tech tools, I would go back to my classroom and create lessons to “fit” the technology. It only took a few failed attempts before it became evident the technology had to be integrated into the lesson and not the other way around. That discovery resulted in the creation of a classroom wiki for career planning, collaborative projects on the history of the Internet and computer with Google Docs and student-created web pages with podcasts on Internet safety. Student engagement, learning and motivation improved to the point where I literally had to ask my students to leave the classroom because they all continued working after the bell rang.
Twenty-one Things for 21st Century Teachers also marked the beginning of my personal network of technology educators. One of the course instructors, Gina Loveless, was also a graduate of the MSU MAET program and contributed valuable information, support and motivation towards my master’s degree. Gina and I continue communication today via Tweets, emails and KRESA professional development programs. She is also a MACUL board member. I value her optimism, experience and technology skills.
(Photo by Julie Howe. Taken on iPhone)
Postcard From The Certificate Program
Carolyn McCarthy and CEP 810 marked a milestone in my lifelong learning journal. It was my first totally online class. My purpose for taking the class was twofold. One, I wanted to continue learning and applying educational technology. Two, as the online learning coordinator at our high school, I wanted to experience online learning and understand my students’ journey, motivation, frustration, and satisfaction. In a very short time, learning online helped me to be more intuitive of my student’s needs while they were working with new forms of technology and delivery of instruction.
Focusing on the use of technology to improve teaching and learning, the courses impressed upon me the importance of carefully evaluating technology to ensure its effective integration. The assignments, Analysis of Technology Innovation in the Classroom and Applying Technology to a Problem of Practice in Education introduced and supported the process of analyzing technology and outlined the steps needed to evaluate an educational innovation. Learning this process has been a valuable tool for writing grants and implementing technology building-wide. Thinking through the problems of practice, considering all the stakeholders involved, identifying logistics of the technology and targeting the rationale for its application make for a well-written grant and successful implementation. The process also helps to keep a focus on the real educational goal because sometimes the technology we have selected just doesn’t meet the criteria of the learning objectives we need to accomplish.
The certificate program was influential on my approach to teaching and learning online. Online learning is my passion or more appropriately, my doing. I know that Daniel Pink has a comment on passion, but I am not sure of another way to state it. At some point in our careers, educators tend to find their niche or specialty. Mine is online learning. I research online providers, evaluate programs, mentor students, design online classes and continually look for online solutions to differentiated instruction and remediation. The MAET program has strongly influenced my approach. For my benefit, the certificate program illustrated the value of social connectivity in an online course with the use of Adobe Connect and Skype. Working with instructors and other students in real-time and hearing other ideas, thoughts and questions gave more intrinsic value to my learning. It also helped me discover that I am a social learner in the sense that my learning experience is enhanced by the interaction with others beyond that of a discussion board. I keep this in mind as I evaluate and design online courses for my students.
(Photo by Julie Howe. A Play on PB Wiki/Works)
Focusing on the use of technology to improve teaching and learning, the courses impressed upon me the importance of carefully evaluating technology to ensure its effective integration. The assignments, Analysis of Technology Innovation in the Classroom and Applying Technology to a Problem of Practice in Education introduced and supported the process of analyzing technology and outlined the steps needed to evaluate an educational innovation. Learning this process has been a valuable tool for writing grants and implementing technology building-wide. Thinking through the problems of practice, considering all the stakeholders involved, identifying logistics of the technology and targeting the rationale for its application make for a well-written grant and successful implementation. The process also helps to keep a focus on the real educational goal because sometimes the technology we have selected just doesn’t meet the criteria of the learning objectives we need to accomplish.
The certificate program was influential on my approach to teaching and learning online. Online learning is my passion or more appropriately, my doing. I know that Daniel Pink has a comment on passion, but I am not sure of another way to state it. At some point in our careers, educators tend to find their niche or specialty. Mine is online learning. I research online providers, evaluate programs, mentor students, design online classes and continually look for online solutions to differentiated instruction and remediation. The MAET program has strongly influenced my approach. For my benefit, the certificate program illustrated the value of social connectivity in an online course with the use of Adobe Connect and Skype. Working with instructors and other students in real-time and hearing other ideas, thoughts and questions gave more intrinsic value to my learning. It also helped me discover that I am a social learner in the sense that my learning experience is enhanced by the interaction with others beyond that of a discussion board. I keep this in mind as I evaluate and design online courses for my students.
(Photo by Julie Howe. A Play on PB Wiki/Works)
Postcard From The 2010 Summer Cohort
The 2010 Summer Cohort is by far the highlight of my MAET journey. Dr. Punya Mishra is a dedicated, energetic, talented and brilliant professor. Even a year after the cohort, my appreciation of his work continues to grow as I read about the accolades and international recognition he continues to receive. It was the best learning experience in my educational career and I am thankful that I had the opportunity to attend. On my journey in the cohort, I discovered the meaning of the TPACK framework and experienced it by exploring, creating and sharing.
In my opinion, the theme for the summer was Explore, Create and Share. These three words have had a tremendous impact on the way I teach and learn. They have become the framework I used to design lessons or projects for my students. My students explore by researching, experimenting, seeking understanding and creating knowledge. This knowledge is then applied in the updated version of Bloom’s taxonomy as the students create a product based on learning objectives. Sharing is publishing that work for evaluation, feedback and validation. Publishing can be a video, web page, podcast or a number of other multimedia formats. Students, parents and administrators appreciate the value of public presentations.
For me, one of my highlights of the summer cohort course was not necessarily on the syllabus. I can’t begin to count the number of times I have quoted Dr. Mishra’s comment to his children to my students, “If you want answers, Google it. If you want wisdom, ask me.” The results have been amazing. The cohort was rigorous and worth every minute I put into it. It also gave me the opportunity to fulfill my need to learn face to face in a social setting and to build my personal network of technology educators. I have stayed in contact with my KA Techies collaborators especially Kerry Guiliano. She is enthusiastic, knowledgeable about technology and its integration and I value her educational opinions.
The cohort began with the question of “What is learning?” and it had the impact of reshaping my educational need. My initial purpose was to acquire as much knowledge as possible for myself, but I quickly discovered that this experience was as much about how my students learn, as it was to help me develop professionally. It also evoked an introspection of my own style of learning. We were introduced to Lee Shulman’s article, “What is learning and what does it look like when it doesn’t go well?” This was valuable lesson in the realization that I must first focus on what my students know, not just what I want them to learn. This was important because as a technology/computer teacher many of my students came into class believing that they were very technology savvy and while they may know how to text, create a social networking page and access online videos, that didn’t mean that they understood file extensions or video editing. I used technology in the form of an online survey using Google docs, as we did for this cohort, to assess students’ prior knowledge at the beginning of the school year. The resulting data made my planning and teaching more effective and engaging.
During the two week session, I had the opportunity to revisit “Understanding, Understanding” by Grant Wiggins and Jay McTighe. The 1998 edition of their book, Understanding by Design, was used as a focal point for my secondary education certification classes. It is my goal to use technology in projects that are relevant or have meaning. Generally, I work very hard to design and plan lessons so that I don’t hear the words, “Why are we doing this?” This article and the class discussion reminded me and reinforced the need to ask myself the relevant questions of “What do I want my students to know?” “Why is it important?” and “How will my students use this in the real world?” It is critical that I design engaging lessons with “the end in mind.”
Another highlight of my exploration was the video illustrating Daniel Pink’s truths about motivation and the class discussion about “flow”. I use to question my abilities when my freshmen Technology Literacy students were so into the “flow” of a project that I had to literally “kick” them out every day when the bell rang, but I have learned that this is not a bad thing. It represents that the student was engaged and intrinsically motivated. More importantly, it did not happen by accident. I have learned students are more engaged when they feel a sense of control or creative license over their learning environment and are given the freedom to be self-directed. This also allows the students to have various methods of expression, which I appreciate with my learning style. In addition, content and technology need to be blended in ways that encourage personal interest, are relevant, engaging and interactive. Students need to feel a sense of purpose and sometimes this can be difficult, but not impossible, to create given the content expectations of standards and benchmarks. The key to improving motivation and learning is a supportive environment where students feel safe and are encouraged to take creative risks, play and learn with technology, and have fun.
Every journey needs a map or GPS (think high tech) otherwise we would wander aimlessly. TPACK is the guide to integrating technology with pedagogy and content. In the article, “Using the TPACK Framework: You Can Have Your Hot Tools and Teach with Them, Too” by Punya Mishra and Matthew J. Koehler, it is explained that technology is not always designed for educational use, but can be repurposed to meet educational needs. The article also adds the disclaimer, “Repurposing cool tools for educational purposes is not simple.” This has been an exciting and creative challenge for me. As the new “techie” member of our school improvement team, the expectations are high that I am the one to help select or create technology solutions to problems of practice for my students and my colleagues. Up to this point, I was only comfortable sharing or promoting technology that I have used in my classroom and therefore, “tried and true.” There is a fine balance or art to making the decision on which “cool tool” works the best and how it needs to be integrated. Our district is implementing Google Apps for Education and cloud computing. The guiding framework of TPACK has given me confidence in the process of selecting the appropriate technology, along with content and pedagogy, which results in effective practices for my colleagues and educational success for all of our students.
In any learning environment, success is measured in the application of the objectives and the creation of work demonstrating understanding and knowledge. Documentation of this for the summer cohort is included in my collaboration project with the KA Techies and my Dream It grant proposal.
In my opinion, the theme for the summer was Explore, Create and Share. These three words have had a tremendous impact on the way I teach and learn. They have become the framework I used to design lessons or projects for my students. My students explore by researching, experimenting, seeking understanding and creating knowledge. This knowledge is then applied in the updated version of Bloom’s taxonomy as the students create a product based on learning objectives. Sharing is publishing that work for evaluation, feedback and validation. Publishing can be a video, web page, podcast or a number of other multimedia formats. Students, parents and administrators appreciate the value of public presentations.
For me, one of my highlights of the summer cohort course was not necessarily on the syllabus. I can’t begin to count the number of times I have quoted Dr. Mishra’s comment to his children to my students, “If you want answers, Google it. If you want wisdom, ask me.” The results have been amazing. The cohort was rigorous and worth every minute I put into it. It also gave me the opportunity to fulfill my need to learn face to face in a social setting and to build my personal network of technology educators. I have stayed in contact with my KA Techies collaborators especially Kerry Guiliano. She is enthusiastic, knowledgeable about technology and its integration and I value her educational opinions.
The cohort began with the question of “What is learning?” and it had the impact of reshaping my educational need. My initial purpose was to acquire as much knowledge as possible for myself, but I quickly discovered that this experience was as much about how my students learn, as it was to help me develop professionally. It also evoked an introspection of my own style of learning. We were introduced to Lee Shulman’s article, “What is learning and what does it look like when it doesn’t go well?” This was valuable lesson in the realization that I must first focus on what my students know, not just what I want them to learn. This was important because as a technology/computer teacher many of my students came into class believing that they were very technology savvy and while they may know how to text, create a social networking page and access online videos, that didn’t mean that they understood file extensions or video editing. I used technology in the form of an online survey using Google docs, as we did for this cohort, to assess students’ prior knowledge at the beginning of the school year. The resulting data made my planning and teaching more effective and engaging.
During the two week session, I had the opportunity to revisit “Understanding, Understanding” by Grant Wiggins and Jay McTighe. The 1998 edition of their book, Understanding by Design, was used as a focal point for my secondary education certification classes. It is my goal to use technology in projects that are relevant or have meaning. Generally, I work very hard to design and plan lessons so that I don’t hear the words, “Why are we doing this?” This article and the class discussion reminded me and reinforced the need to ask myself the relevant questions of “What do I want my students to know?” “Why is it important?” and “How will my students use this in the real world?” It is critical that I design engaging lessons with “the end in mind.”
Another highlight of my exploration was the video illustrating Daniel Pink’s truths about motivation and the class discussion about “flow”. I use to question my abilities when my freshmen Technology Literacy students were so into the “flow” of a project that I had to literally “kick” them out every day when the bell rang, but I have learned that this is not a bad thing. It represents that the student was engaged and intrinsically motivated. More importantly, it did not happen by accident. I have learned students are more engaged when they feel a sense of control or creative license over their learning environment and are given the freedom to be self-directed. This also allows the students to have various methods of expression, which I appreciate with my learning style. In addition, content and technology need to be blended in ways that encourage personal interest, are relevant, engaging and interactive. Students need to feel a sense of purpose and sometimes this can be difficult, but not impossible, to create given the content expectations of standards and benchmarks. The key to improving motivation and learning is a supportive environment where students feel safe and are encouraged to take creative risks, play and learn with technology, and have fun.
Every journey needs a map or GPS (think high tech) otherwise we would wander aimlessly. TPACK is the guide to integrating technology with pedagogy and content. In the article, “Using the TPACK Framework: You Can Have Your Hot Tools and Teach with Them, Too” by Punya Mishra and Matthew J. Koehler, it is explained that technology is not always designed for educational use, but can be repurposed to meet educational needs. The article also adds the disclaimer, “Repurposing cool tools for educational purposes is not simple.” This has been an exciting and creative challenge for me. As the new “techie” member of our school improvement team, the expectations are high that I am the one to help select or create technology solutions to problems of practice for my students and my colleagues. Up to this point, I was only comfortable sharing or promoting technology that I have used in my classroom and therefore, “tried and true.” There is a fine balance or art to making the decision on which “cool tool” works the best and how it needs to be integrated. Our district is implementing Google Apps for Education and cloud computing. The guiding framework of TPACK has given me confidence in the process of selecting the appropriate technology, along with content and pedagogy, which results in effective practices for my colleagues and educational success for all of our students.
In any learning environment, success is measured in the application of the objectives and the creation of work demonstrating understanding and knowledge. Documentation of this for the summer cohort is included in my collaboration project with the KA Techies and my Dream It grant proposal.
Postcard From Teachhowe
Michigan State’s Master’s in Educational Technology has been a great learning journey, but certainly not the final destination. My travels as a lifelong learner include improving my web presence, learning online and continuing to explore, create and share. I would love to be able to send a postcard from one of my presentations at MACUL. On the road again...
(Avatar created by Chelsea, Fall 2009, Digital Photography)
(Avatar created by Chelsea, Fall 2009, Digital Photography)
Words used in my synthesis essay.
References
Pink, Daniel. "Think Tank: Ever felt like your job isn't what you were born to do? You're not alone." Telegraph 26 Feb 2011: n. page. Web. 12 Jun 2011. <http://www.telegraph.co.uk/finance/comment/8349119/Think-Tank-Ever-felt-like-your-job-isnt-what-you-were-born-to-do-Youre-not-alone.html>. www.danpink.com
Mishra, Punya, and Matthew Koehler. "Too Cool for School? No Way!" Learning and Leading With Technology 36.7 (May, 2009): 14-18. Print.
Schuman, Lee. "What is learning and what does it look like when it doesn’t go well?" Change. 31.4 (1999): 10-17. Print. The article is an edited version of Shulman’s original article titled Taking Learning Seriously.
Wiggins, Grant, and Jay McTighe. "Understanding Understanding." Association for Supervision and Curriculum Development (2005): 1-18. Web. 18 June 2010.
Mishra, Punya, and Matthew Koehler. "Too Cool for School? No Way!" Learning and Leading With Technology 36.7 (May, 2009): 14-18. Print.
Schuman, Lee. "What is learning and what does it look like when it doesn’t go well?" Change. 31.4 (1999): 10-17. Print. The article is an edited version of Shulman’s original article titled Taking Learning Seriously.
Wiggins, Grant, and Jay McTighe. "Understanding Understanding." Association for Supervision and Curriculum Development (2005): 1-18. Web. 18 June 2010.
Title created with Spell With Flickr
