Having What It Takes
By: Melissa Thompson
Upon graduating with my bachelors in education with a Math and Science degree my first teaching job in North Carolina wasn’t what I had envisioned myself doing my first year out of college. The first week of September 2009 I received a frantic phone call from a principal looking for a middle school math and science teacher. It sounded too good to be true, a brand new school, state of the art technology and welcoming teachers wanting me to come down to North Carolina to teach. Within a week I was moving out of Michigan and starting a new adventure in North Carolina. The school was equipped with document cameras, projection screens (somewhat like a SmartBoard) with hook-up to Internet accessibility. The staff was enthusiastic about the new facility and the technology that the new building had to offer. The school serviced a very poor clientele of children and was an opportunity to bring these students a state of the art education that had resources to implement 21st century learning. I survived my first year of teaching, learned a lot, but my heart was yearning to go back to Michigan to be close to family and friends.
With a year of teaching experience in North Carolina, the next summer of 2010, I was able to secured a job back home in Michigan at Pinckney Community Schools as a middle school Math and Science teacher. Fortunately, Pinckney just passed a bond to equip the schools with SmartBoards and document cameras for every classroom. Teachers were issued their own MacBook laptop computers and every student in the school was provided their own MacBook laptops as well. With having the opportunity to work with technology in both schools it opened my eyes to so many possibilities to incorporate technology into lessons in the classroom. When hearing of the Educational Technology program through co-workers in Pinckney schools, it made me realize that getting my Master’s at Michigan State University in the MAET Program was something I wanted to do as well.
The first summer starting my Master’s in Educational Technology at Michigan State University enlightened me to everything I would be learning in the program. My first semester I took the 9 credit cohort classes at Michigan State where I went to campus everyday for two weeks and the last four weeks were done online. Just the first week of class I learned more than I ever imagined. In a way it was very overwhelming but looking back at it now, I can say that the intensity and pace help me become a stronger and fasters learner with technology. Some of the technology tools I learned my first week included creating a Blog, learning about RSS Feeds, creating a websites and different programs to create websites. I also learned about Wikis and ways to collaborate learning online through using Wikis. The first summer in the cohort I also learned how to create Podcasts through GarageBand and Screencasts through Jing. With learning some of these basic technology tools to facilitate communication, it established a network of avenues to correspond with others throughout the rest of my Master’s program. The setup of this course with the first two weeks of being on campus provided face-to-face learning with professors and other students that we would be communicating with throughout the summer. They became resources for ideas, troubleshooting and reflective partners. As I was working through the last four weeks of the program I knew I could tap those learning partners for questions and professional dialog. This opened up my eyes to how the computer and other technology tools can be used for communication and a resource to connect with other professionals and the latest teaching practices.
Not only did I learn about many technology tools that first summer but the TPACK Model (http://tpack.org/) was introduced. Throughout the Master’s program TPACK (technology, pedagogy and content knowledge) was discussed and referred to on an ongoing basis. When thinking of ways to implement technology it is important to consider TPACK so students are truly learning what they need to know and connecting technology within this. For me as a teacher when I am planning a lesson that includes technology I am now using the TPACK model and asking myself “is the technology helping to enhance content knowledge and connecting with my pedagogical teaching philosophies.” After the summer year one cohort I was enthused to start implementing the new technology tools I had learned, into lessons for my students. Some of the tools I created for my students included a webpage for my classes, Podcasts, and I also created a Wiki for students to access Podcasts from. I also had students using their computers for tutorial lessons and online math practice with concepts taught in class.
In the fall of 2011 I took two classes, CEP 806 “Learning Science with Technology” with Professor D. Wong and CEP 820 “Teaching k12 students online” with Professors L. Wolfe, S. Beauchamp-Hicks, and M. Schira Hagerman. The “Teaching K12 students online” course CEP 820 had us create an online course. There were many online course management systems to choose from. The one I chose to use was Blackboard Coursesites. The unit I created was a seventh grade math concept for teaching “Slope-Intercept form.” In the course management program I created lessons that I videotaped and put on the web for every student accessibility so students could view them at home. I also set up a discussion Blog where students had to post comments and reflections on what they were learning. Assignments were also outlines in a course syllabus. A rubric was developed to show lessons, assignments and grade criteria, all posted on the Blackboard CourseSites. I felt this course guided me in developing an online course and I see this as becoming the future of learning. With state laws being passed giving public school students the option of online learning, I feel confident in helping our district develop these courses. This course also showed me how “Flipping the classroom” could easily work. “Flipping the classroom” has students watching videos of lessons at home and has the teacher for a resource of troubleshooting when students get to school. This could possibly be a more efficient use of learning time for the students and the teacher. This area of learning needs to be carefully developed and evaluated for effectiveness.
The other course I took in the fall of 2011 was CEP 806 “Learning Science with Technology” with D. Wong. I truly felt this course influenced ways for me to implement technology into my classroom. Technology is changing the way we teach and this course opened my eyes to connecting technology with the content area I teach. One assignment that we had to do in the course involved me working with a partner performing a face-to-face versus and online science experiment. When doing the face-to-face experiment my partner and I helped one another out, by problem solving and working as a team. It was easier to discuss the experiment right then and there with the person and be able to help one another out. With the online portion my partner and I performed the experiment through Skype. I enjoyed the online experiment but it was more difficult when you did not have your partner right there and made the learning more difficult. Learning opportunities are now available to educators and students because of technology. They allow us to cooperatively learn with other classrooms around the world, take virtual field trips and tap experts in fields of all subject areas. The article, “Educators Move Beyond the Hype Over Skype” by Ian Quillen indicates, “Skype’s proponents insist the wave of teachers integrating videoconferencing into the classroom represents the leading edge of what soon will be considered mainstream educational practice” (Quillen, 2011). Education is on the brink of transition and we need to embrace the opportunities technology has to offer. This course required me to evaluate if online learning is as effective as face-to-face learning. My answer to that is it depends on the goal of the learning experience. For example, with dissections one cannot replace the hands-on face-to-face experience of dissecting a specimen. All senses are engaged with formaldehyde and using actual tools to cut open the specimen. However, if the resources financial or logistical are unavailable for that face-to-face lesson an online simulation could be the next best thing.
My second summer of taking classes was done through the East Lansing cohort like my previous summer. The summer two cohort was based more on teaching philosophies and how to connect my teaching philosophies using appropriate use of technology in the classroom. The second summer cohort involved bigger group projects and using research based articles and applying that research to the development of our projects. A big assignment that was done during this course was my “DreamIt” project, which required me to think of a topic I teach in my classroom and writing a proposal on ways to improve the content implementing technology. I had to explain how the technology is going to help students learn and promote a deeper understanding of the content. The “DreamIt” proposal project is something I foresee myself using with my advanced 7th grade math students in the next year. It will require them to create an iMovie using real life problems and applying their math knowledge of equations to solve the problem. Another big group assignment that we did this past summer was to think of a misconception that people have. We interviewed people and created an iMovie showing the results of those interview. We then designed a webpage of what those misconception might be and research that will help people better understand that misconception.
When putting all my projects together in the capstone course it’s rewarding to see all I’ve accomplished. With hours of hard work, creative thinking and dedicated effort I have learned more than I ever imaged. My portfolio shows all the technology tools that I feel comfortable using for example…
· Animoto
· Jing
· Wordle
· Creating Websites – Wordle, Word Press, Google
· Course Management Systems - Blackboard Coursites
· iMovie
· GarageBand
· Presentation Tools – Prezi, Google Presentation, Voice Thread
· Concept Maps – Bubbl.us
· Photo Tools – Pixlr, FotoFlexer
When looking back at where I started in the Master’s Program in Educational Technology (MAET) at Michigan State University I knew that I was going to be learning a lot about technology, ways to implement technology in my classroom and ways to adjust my teaching style. After completing the program and thinking of what I wanted to learn and everything I have learned I can truly say the Master’s in Educational Technology has opened my eyes to ideas I would have never thought of or used in my own classroom. Soon, when I do not have coursework to complete every week I will have more time to create useful lessons for my students connecting technology with the content knowledge. I have the knowledge base and technology tools for more implementation to happen. It is now my job to surge ahead and bring more of this to my students. Since technology is always changing and improving I know I will have to stay up to date by attending conferences and professional development training to stay current with new developments. Having completed the MAET Master’s Program, I feel confidant and prepared when teaching my students 21st century skills using technology. The knowledge and skills I have attained through this Master’s program not only are going to help me as a teacher but are transferable to other professions and life as we are all adapting to communicating and using technology in every aspect of life.
With a year of teaching experience in North Carolina, the next summer of 2010, I was able to secured a job back home in Michigan at Pinckney Community Schools as a middle school Math and Science teacher. Fortunately, Pinckney just passed a bond to equip the schools with SmartBoards and document cameras for every classroom. Teachers were issued their own MacBook laptop computers and every student in the school was provided their own MacBook laptops as well. With having the opportunity to work with technology in both schools it opened my eyes to so many possibilities to incorporate technology into lessons in the classroom. When hearing of the Educational Technology program through co-workers in Pinckney schools, it made me realize that getting my Master’s at Michigan State University in the MAET Program was something I wanted to do as well.
The first summer starting my Master’s in Educational Technology at Michigan State University enlightened me to everything I would be learning in the program. My first semester I took the 9 credit cohort classes at Michigan State where I went to campus everyday for two weeks and the last four weeks were done online. Just the first week of class I learned more than I ever imagined. In a way it was very overwhelming but looking back at it now, I can say that the intensity and pace help me become a stronger and fasters learner with technology. Some of the technology tools I learned my first week included creating a Blog, learning about RSS Feeds, creating a websites and different programs to create websites. I also learned about Wikis and ways to collaborate learning online through using Wikis. The first summer in the cohort I also learned how to create Podcasts through GarageBand and Screencasts through Jing. With learning some of these basic technology tools to facilitate communication, it established a network of avenues to correspond with others throughout the rest of my Master’s program. The setup of this course with the first two weeks of being on campus provided face-to-face learning with professors and other students that we would be communicating with throughout the summer. They became resources for ideas, troubleshooting and reflective partners. As I was working through the last four weeks of the program I knew I could tap those learning partners for questions and professional dialog. This opened up my eyes to how the computer and other technology tools can be used for communication and a resource to connect with other professionals and the latest teaching practices.
Not only did I learn about many technology tools that first summer but the TPACK Model (http://tpack.org/) was introduced. Throughout the Master’s program TPACK (technology, pedagogy and content knowledge) was discussed and referred to on an ongoing basis. When thinking of ways to implement technology it is important to consider TPACK so students are truly learning what they need to know and connecting technology within this. For me as a teacher when I am planning a lesson that includes technology I am now using the TPACK model and asking myself “is the technology helping to enhance content knowledge and connecting with my pedagogical teaching philosophies.” After the summer year one cohort I was enthused to start implementing the new technology tools I had learned, into lessons for my students. Some of the tools I created for my students included a webpage for my classes, Podcasts, and I also created a Wiki for students to access Podcasts from. I also had students using their computers for tutorial lessons and online math practice with concepts taught in class.
In the fall of 2011 I took two classes, CEP 806 “Learning Science with Technology” with Professor D. Wong and CEP 820 “Teaching k12 students online” with Professors L. Wolfe, S. Beauchamp-Hicks, and M. Schira Hagerman. The “Teaching K12 students online” course CEP 820 had us create an online course. There were many online course management systems to choose from. The one I chose to use was Blackboard Coursesites. The unit I created was a seventh grade math concept for teaching “Slope-Intercept form.” In the course management program I created lessons that I videotaped and put on the web for every student accessibility so students could view them at home. I also set up a discussion Blog where students had to post comments and reflections on what they were learning. Assignments were also outlines in a course syllabus. A rubric was developed to show lessons, assignments and grade criteria, all posted on the Blackboard CourseSites. I felt this course guided me in developing an online course and I see this as becoming the future of learning. With state laws being passed giving public school students the option of online learning, I feel confident in helping our district develop these courses. This course also showed me how “Flipping the classroom” could easily work. “Flipping the classroom” has students watching videos of lessons at home and has the teacher for a resource of troubleshooting when students get to school. This could possibly be a more efficient use of learning time for the students and the teacher. This area of learning needs to be carefully developed and evaluated for effectiveness.
The other course I took in the fall of 2011 was CEP 806 “Learning Science with Technology” with D. Wong. I truly felt this course influenced ways for me to implement technology into my classroom. Technology is changing the way we teach and this course opened my eyes to connecting technology with the content area I teach. One assignment that we had to do in the course involved me working with a partner performing a face-to-face versus and online science experiment. When doing the face-to-face experiment my partner and I helped one another out, by problem solving and working as a team. It was easier to discuss the experiment right then and there with the person and be able to help one another out. With the online portion my partner and I performed the experiment through Skype. I enjoyed the online experiment but it was more difficult when you did not have your partner right there and made the learning more difficult. Learning opportunities are now available to educators and students because of technology. They allow us to cooperatively learn with other classrooms around the world, take virtual field trips and tap experts in fields of all subject areas. The article, “Educators Move Beyond the Hype Over Skype” by Ian Quillen indicates, “Skype’s proponents insist the wave of teachers integrating videoconferencing into the classroom represents the leading edge of what soon will be considered mainstream educational practice” (Quillen, 2011). Education is on the brink of transition and we need to embrace the opportunities technology has to offer. This course required me to evaluate if online learning is as effective as face-to-face learning. My answer to that is it depends on the goal of the learning experience. For example, with dissections one cannot replace the hands-on face-to-face experience of dissecting a specimen. All senses are engaged with formaldehyde and using actual tools to cut open the specimen. However, if the resources financial or logistical are unavailable for that face-to-face lesson an online simulation could be the next best thing.
My second summer of taking classes was done through the East Lansing cohort like my previous summer. The summer two cohort was based more on teaching philosophies and how to connect my teaching philosophies using appropriate use of technology in the classroom. The second summer cohort involved bigger group projects and using research based articles and applying that research to the development of our projects. A big assignment that was done during this course was my “DreamIt” project, which required me to think of a topic I teach in my classroom and writing a proposal on ways to improve the content implementing technology. I had to explain how the technology is going to help students learn and promote a deeper understanding of the content. The “DreamIt” proposal project is something I foresee myself using with my advanced 7th grade math students in the next year. It will require them to create an iMovie using real life problems and applying their math knowledge of equations to solve the problem. Another big group assignment that we did this past summer was to think of a misconception that people have. We interviewed people and created an iMovie showing the results of those interview. We then designed a webpage of what those misconception might be and research that will help people better understand that misconception.
When putting all my projects together in the capstone course it’s rewarding to see all I’ve accomplished. With hours of hard work, creative thinking and dedicated effort I have learned more than I ever imaged. My portfolio shows all the technology tools that I feel comfortable using for example…
· Animoto
· Jing
· Wordle
· Creating Websites – Wordle, Word Press, Google
· Course Management Systems - Blackboard Coursites
· iMovie
· GarageBand
· Presentation Tools – Prezi, Google Presentation, Voice Thread
· Concept Maps – Bubbl.us
· Photo Tools – Pixlr, FotoFlexer
When looking back at where I started in the Master’s Program in Educational Technology (MAET) at Michigan State University I knew that I was going to be learning a lot about technology, ways to implement technology in my classroom and ways to adjust my teaching style. After completing the program and thinking of what I wanted to learn and everything I have learned I can truly say the Master’s in Educational Technology has opened my eyes to ideas I would have never thought of or used in my own classroom. Soon, when I do not have coursework to complete every week I will have more time to create useful lessons for my students connecting technology with the content knowledge. I have the knowledge base and technology tools for more implementation to happen. It is now my job to surge ahead and bring more of this to my students. Since technology is always changing and improving I know I will have to stay up to date by attending conferences and professional development training to stay current with new developments. Having completed the MAET Master’s Program, I feel confidant and prepared when teaching my students 21st century skills using technology. The knowledge and skills I have attained through this Master’s program not only are going to help me as a teacher but are transferable to other professions and life as we are all adapting to communicating and using technology in every aspect of life.