Out of date and a little behind
Out of Date and A Little Behind
My journey into my masters program began with a call from my best friend. While chatting on the phone, my friend (also a teacher) started describing the different masters programs she had been exploring. My head started spinning. She graduated two years behind me and I had not even started contemplating taking masters courses. After our conversation ended, I grabbed my computer and began searching for different masters programs provided by MSU. Following a lot of deliberation, the MAET program appeared to be the best fit. I applied that day.
A week before my first online course began, I logged onto Angel to take the technology survey. This survey is used too check and see if your computer contains all the necessary items (is not to old) to take this course. My computer failed. I had not realized how out of date I had been. That night a new computer was purchased and a new love for technology was born. I was determined to never feel that behind on technology again. Playing with my new computer made me excited for my MAET program to start. I remember thinking; if new technology gives me this much excitement and enthusiasm to learn I think I am in the right master’s program to learn new ways to make education exciting for my students.
My Foundation
During the MAET program I have learned several new and profound ways to use technology to impact my teaching. Each course, building upon the last, increased my knowledge of technology, teaching strategies, and tools to be a lifelong learner. I also felt that the course assignments were allowed to be adapted so they were specific to the content area you were teaching. I created projects that continue to enhance my student’s educational experience in my classroom.
After each course was completed, my learning network grew along with my confidence in using technology to reveal content. Throughout the MAET program each course taught me a new set of teaching skills and armed me with relevant technology knowledge. Along the way, a few courses stand out from the others. Below, I would like to highlight how these courses inspired me to use technology to improve my teaching.
My Beginning
My first course, CEP 810, with Lynnda White provided a great foundation to build on during the remainder of my MAET courses. In the beginning, we reviewed Word, Excel, and PowerPoint. I was inspired by the different ways we could transform these basic programs into exciting educational tools for our students.
After being introduced to the basics, we were introduced to iGoogle, Google Docs (cloud computing), RSS Readers, and web 2.0 tools. During this course I began to build my Personal Learning Network (PLN). My RSS feeder is still one of my main sources of information. I receive information about the news, art, technology, and teaching. By using these tools, I receive only the information that pertains to me and receive notifications when new information is put on a site. This cuts back on the time it used to take to search for each site daily. I also use this share and collect websites that others have found contain good information. Now it is hard to imagine my life and teaching without these tools. They are how I learn what new technology is out there; find answers to my questions (both personal and professional), where I store all of my school, work, and personal documents.
In addition, I learned that it is really important to make sure that you are using technology in ways that you could not use paper and pencil. We focused on ways technology to be incorporated by more teachers to improve teaching and learning in a different and effective way. This class taught me to use technology to fit what you are teaching, a skill I will continue to use throughout my teaching career.
Another topic we explored was how technology can be used as a great resource for students learn independently. It is a way for teachers to instill skills in their students to help them become lifelong learner. We learned in order to create this relationship teachers needed to use a "guide on the side" approach to their teaching. This strategy allows teachers to encourage and facilitate independent learning. Another focus was how technology utilizes deductive teaching, allowing several learning styles to be addresses in each lesson. This teaching strategy allows students to be able to read, see examples and then create their own work.
During the course we also focused on concerns parents might have about technology, problems that might arise with students (bullying), and hesitations that districts may have about using technologies. Some of these concerns are still relevant but concerns have dwindled (over the three years I have been working on my masters) with the more people are exposed to the different technologies.
My Inspiration
The highlight of my masters program was the summer of 2010. I took three courses, CEP 800, 815, and 822. These courses were grouped together in a class that was a combination of face-to-face and online instruction. Dr. Punya Mishra and Sara Beauchamp-Hicks taught the courses. During these courses I found my passion for teaching and technology explode. At one point in time, I found myself anxious because I did not want to miss anything that was being taught. The information was flying at me full speed and I wanted to make sure I could keep up. I had not been this excited about learning in a long time. I felt empowered to become that kind of teacher. I made it my mission to take all of the information with me that I could, and put it to use in my classroom.
The beginning of this course contained a string of group projects. The first main focus was misconceptions. We discussed how common misconceptions are in the classroom and how important it is to learn what misconceptions your students have before you begin to teach. We focused on a couple ways to find out student misconceptions. First, we explored how to use video to demonstrate a lesson, idea, or concept. The videos could be created by students, which would help deepen their understanding of the concept while providing the students with the opportunity to experiment and disprove any misconceptions they may have had. The second form was putting together a website containing interviews of multiple peoples’ perceptions of a topic and why they believe that to be the truth. Hoping to touch on a majority of the misconceptions that exist within a classroom.
The course also taught me that Personal Learning Networks (PLNs) are a great way for educators to continually enrich and update their Content Knowledge information. Teachers can keep up on new educational theories, technologies, materials, trends and lessons by reading blogs, wikis, and watching videos. They can organize all of their information using RSS Feeders(netvibes, pageflakes, igoogle) or social bookmarking sites(delicious or diigo). The next tool I learned that helps keep educators content area strong is social networking.
By joining online groups that share common educational or subject specific interests allow teachers to create a social network. In class, I learned a social network could be used to find out about Professional development opportunities or tutorials that may be available online. Teachers can connect with other educators and experts across the world via twitter, skype, or facebook. They can collaborate on projects, seek or give advice, or observe different teachers in action.
Professional Development also plays a key role in having strong Content Knowledge information. There are many free resources available online. Teachers can seek information or tutorials by searching the Internet or using their PLNs to ask for good Professional Development sites in certain areas.
I will continue to use my PLN to communicate with colleges and continuously seek professional development to make sure I have the Content Knowledge to teach students what they need to be successful in today’s society.
This class has taught me the key word to using technology in the classroom is, “repurposing.” I am now aware that knowing how different technologies work is not enough. As an educator, I need to be able to explore the different technologies to come up with an educational use that will enhance the content I am teaching. My job is to “uncover” content with technology, while using the technology as a tool to increase the students’ ability to learn. The mission this class gave to us is to continue to create, explore, and share and teach your students how to do the same.
My Implementation
In the summer of 2011, I took CEP 820 with Leigh Graves Wolf and Andrea Zellner. This class was a chance to put all of my knowledge of blogs, websites, and web 2.0 tools together to put an entire course online. I choose to use Wordpress to host my Graphic design class. At this point in my education I felt very confident in learning how to use different blog/website hosting sites. I had never used Wordpress and had heard many good reviews so I decided to give it a go. The course focused on using scaffolding to make sure your lessons were building upon each other to make sure that the students are equipped with the tools they need to complete each lesson. It also focused on site organization. The site needed to have a syllabus containing class goals, grading policies, and tutorials for students on how to navigate through the site and each lesson daily. Each lesson contained written directions and visual examples of the project. I put a strong focus on vocabulary by using Google forms to create a vocabulary sheet. When a student was finished filling out the sheet it would be automatically sent to my Google Docs account. Each lesson also contained a video, created in Jing, of me demonstrating the lesson in PhotoShop. The video could be watched as many times as needed until the student understood the directions. This allowed the students to be able to this without the fear of being judged by others students when they did not understand a concept.
My Classroom
In the future, I plan to continually uncover ways to enhance my art lessons by using technology resources as educational tools that encourage active learning, expression and creativity. I want to make sure I am teaching my students the current skills they need to be successful. My lessons will contain technology skills that uncover content as well and teach them educational tools to inspire them to be lifelong learners. My expectation is that they will know how to collect information, how to tell if information is good, know how to use several Web 2.0 tools, and be able to use Google docs, an RSS Reader, and create their own blogs and websites. Students will also learn about cloud computing, a tool they will find to be a lifesaver in the future. They will also take with them a portfolio of information and work to use as a reference tool. By doing this, I hope to provide them with skills that they will take with them throughout their education.
Throughout my MAET, I have done a lot of reading on lateral thinking and creativity. These are tools I want to arm my students with for their futures. My students will practice these skills by being actively engaged in their learning process. My classroom will be an environment where curriculum and technology are used to encourage students to explore their options to create a unique end project. I want to model ways in my lesson plans to develop students’ confidence to search for the “best” answer, instead of just settling for an answer.
It is very easy as an educator to teach what you are comfortable teaching. Which usually means the same content and process year after year. That is not the type of teacher I choose to be. I want to make sure that students are being taught relevant information that will help them succeed in today’s society. In order to be able to achieve this goal, I will be continually educating myself on the latest trends in curriculum and technology. By joining online groups of educators, such as MACUL, ISTE, PBS Teacher, TLT and the NAEA, I will be able to stay up on the new technologies and curriculum in the art field. These online groups/organizations supply support systems along with professional development opportunities. I strive to continue to find new ways to be an excellent teacher, and to never again be "out of date and a little behind."
My journey into my masters program began with a call from my best friend. While chatting on the phone, my friend (also a teacher) started describing the different masters programs she had been exploring. My head started spinning. She graduated two years behind me and I had not even started contemplating taking masters courses. After our conversation ended, I grabbed my computer and began searching for different masters programs provided by MSU. Following a lot of deliberation, the MAET program appeared to be the best fit. I applied that day.
A week before my first online course began, I logged onto Angel to take the technology survey. This survey is used too check and see if your computer contains all the necessary items (is not to old) to take this course. My computer failed. I had not realized how out of date I had been. That night a new computer was purchased and a new love for technology was born. I was determined to never feel that behind on technology again. Playing with my new computer made me excited for my MAET program to start. I remember thinking; if new technology gives me this much excitement and enthusiasm to learn I think I am in the right master’s program to learn new ways to make education exciting for my students.
My Foundation
During the MAET program I have learned several new and profound ways to use technology to impact my teaching. Each course, building upon the last, increased my knowledge of technology, teaching strategies, and tools to be a lifelong learner. I also felt that the course assignments were allowed to be adapted so they were specific to the content area you were teaching. I created projects that continue to enhance my student’s educational experience in my classroom.
After each course was completed, my learning network grew along with my confidence in using technology to reveal content. Throughout the MAET program each course taught me a new set of teaching skills and armed me with relevant technology knowledge. Along the way, a few courses stand out from the others. Below, I would like to highlight how these courses inspired me to use technology to improve my teaching.
My Beginning
My first course, CEP 810, with Lynnda White provided a great foundation to build on during the remainder of my MAET courses. In the beginning, we reviewed Word, Excel, and PowerPoint. I was inspired by the different ways we could transform these basic programs into exciting educational tools for our students.
After being introduced to the basics, we were introduced to iGoogle, Google Docs (cloud computing), RSS Readers, and web 2.0 tools. During this course I began to build my Personal Learning Network (PLN). My RSS feeder is still one of my main sources of information. I receive information about the news, art, technology, and teaching. By using these tools, I receive only the information that pertains to me and receive notifications when new information is put on a site. This cuts back on the time it used to take to search for each site daily. I also use this share and collect websites that others have found contain good information. Now it is hard to imagine my life and teaching without these tools. They are how I learn what new technology is out there; find answers to my questions (both personal and professional), where I store all of my school, work, and personal documents.
In addition, I learned that it is really important to make sure that you are using technology in ways that you could not use paper and pencil. We focused on ways technology to be incorporated by more teachers to improve teaching and learning in a different and effective way. This class taught me to use technology to fit what you are teaching, a skill I will continue to use throughout my teaching career.
Another topic we explored was how technology can be used as a great resource for students learn independently. It is a way for teachers to instill skills in their students to help them become lifelong learner. We learned in order to create this relationship teachers needed to use a "guide on the side" approach to their teaching. This strategy allows teachers to encourage and facilitate independent learning. Another focus was how technology utilizes deductive teaching, allowing several learning styles to be addresses in each lesson. This teaching strategy allows students to be able to read, see examples and then create their own work.
During the course we also focused on concerns parents might have about technology, problems that might arise with students (bullying), and hesitations that districts may have about using technologies. Some of these concerns are still relevant but concerns have dwindled (over the three years I have been working on my masters) with the more people are exposed to the different technologies.
My Inspiration
The highlight of my masters program was the summer of 2010. I took three courses, CEP 800, 815, and 822. These courses were grouped together in a class that was a combination of face-to-face and online instruction. Dr. Punya Mishra and Sara Beauchamp-Hicks taught the courses. During these courses I found my passion for teaching and technology explode. At one point in time, I found myself anxious because I did not want to miss anything that was being taught. The information was flying at me full speed and I wanted to make sure I could keep up. I had not been this excited about learning in a long time. I felt empowered to become that kind of teacher. I made it my mission to take all of the information with me that I could, and put it to use in my classroom.
The beginning of this course contained a string of group projects. The first main focus was misconceptions. We discussed how common misconceptions are in the classroom and how important it is to learn what misconceptions your students have before you begin to teach. We focused on a couple ways to find out student misconceptions. First, we explored how to use video to demonstrate a lesson, idea, or concept. The videos could be created by students, which would help deepen their understanding of the concept while providing the students with the opportunity to experiment and disprove any misconceptions they may have had. The second form was putting together a website containing interviews of multiple peoples’ perceptions of a topic and why they believe that to be the truth. Hoping to touch on a majority of the misconceptions that exist within a classroom.
The course also taught me that Personal Learning Networks (PLNs) are a great way for educators to continually enrich and update their Content Knowledge information. Teachers can keep up on new educational theories, technologies, materials, trends and lessons by reading blogs, wikis, and watching videos. They can organize all of their information using RSS Feeders(netvibes, pageflakes, igoogle) or social bookmarking sites(delicious or diigo). The next tool I learned that helps keep educators content area strong is social networking.
By joining online groups that share common educational or subject specific interests allow teachers to create a social network. In class, I learned a social network could be used to find out about Professional development opportunities or tutorials that may be available online. Teachers can connect with other educators and experts across the world via twitter, skype, or facebook. They can collaborate on projects, seek or give advice, or observe different teachers in action.
Professional Development also plays a key role in having strong Content Knowledge information. There are many free resources available online. Teachers can seek information or tutorials by searching the Internet or using their PLNs to ask for good Professional Development sites in certain areas.
I will continue to use my PLN to communicate with colleges and continuously seek professional development to make sure I have the Content Knowledge to teach students what they need to be successful in today’s society.
This class has taught me the key word to using technology in the classroom is, “repurposing.” I am now aware that knowing how different technologies work is not enough. As an educator, I need to be able to explore the different technologies to come up with an educational use that will enhance the content I am teaching. My job is to “uncover” content with technology, while using the technology as a tool to increase the students’ ability to learn. The mission this class gave to us is to continue to create, explore, and share and teach your students how to do the same.
My Implementation
In the summer of 2011, I took CEP 820 with Leigh Graves Wolf and Andrea Zellner. This class was a chance to put all of my knowledge of blogs, websites, and web 2.0 tools together to put an entire course online. I choose to use Wordpress to host my Graphic design class. At this point in my education I felt very confident in learning how to use different blog/website hosting sites. I had never used Wordpress and had heard many good reviews so I decided to give it a go. The course focused on using scaffolding to make sure your lessons were building upon each other to make sure that the students are equipped with the tools they need to complete each lesson. It also focused on site organization. The site needed to have a syllabus containing class goals, grading policies, and tutorials for students on how to navigate through the site and each lesson daily. Each lesson contained written directions and visual examples of the project. I put a strong focus on vocabulary by using Google forms to create a vocabulary sheet. When a student was finished filling out the sheet it would be automatically sent to my Google Docs account. Each lesson also contained a video, created in Jing, of me demonstrating the lesson in PhotoShop. The video could be watched as many times as needed until the student understood the directions. This allowed the students to be able to this without the fear of being judged by others students when they did not understand a concept.
My Classroom
In the future, I plan to continually uncover ways to enhance my art lessons by using technology resources as educational tools that encourage active learning, expression and creativity. I want to make sure I am teaching my students the current skills they need to be successful. My lessons will contain technology skills that uncover content as well and teach them educational tools to inspire them to be lifelong learners. My expectation is that they will know how to collect information, how to tell if information is good, know how to use several Web 2.0 tools, and be able to use Google docs, an RSS Reader, and create their own blogs and websites. Students will also learn about cloud computing, a tool they will find to be a lifesaver in the future. They will also take with them a portfolio of information and work to use as a reference tool. By doing this, I hope to provide them with skills that they will take with them throughout their education.
Throughout my MAET, I have done a lot of reading on lateral thinking and creativity. These are tools I want to arm my students with for their futures. My students will practice these skills by being actively engaged in their learning process. My classroom will be an environment where curriculum and technology are used to encourage students to explore their options to create a unique end project. I want to model ways in my lesson plans to develop students’ confidence to search for the “best” answer, instead of just settling for an answer.
It is very easy as an educator to teach what you are comfortable teaching. Which usually means the same content and process year after year. That is not the type of teacher I choose to be. I want to make sure that students are being taught relevant information that will help them succeed in today’s society. In order to be able to achieve this goal, I will be continually educating myself on the latest trends in curriculum and technology. By joining online groups of educators, such as MACUL, ISTE, PBS Teacher, TLT and the NAEA, I will be able to stay up on the new technologies and curriculum in the art field. These online groups/organizations supply support systems along with professional development opportunities. I strive to continue to find new ways to be an excellent teacher, and to never again be "out of date and a little behind."
