#FutureLearner.
As I dove head first into the online Masters of Educational Technology (MAET) degree program in the Fall of 2013, I had no idea as to how far my mind would be pushed, how much time I would dedicate to the research of various technologies and educational theories, and, ultimately, how much knowledge I would gain about the world of educational technology. It is interesting to note that completing an educational technology degree online has, in itself, allowed me to push these limits and has taught me to be self sufficient in my own learning. I have found it incredibly impactful to learn about educational technology through the lens of a “distant student” because a great deal of the lessons and resources throughout the program have demonstrated ways that I can use similar technology resources and methodologies within my own teaching practices. I feel that completing the entire program online has opened up my eyes to the world of educational technology in a way that could not have been accomplished in any other setting.
Technology is continually evolving as new tools are being developed, and, as a result, our culture is also changing. We see these changes in our daily lives with the increased use of cell phones, video conferencing, apps, and video streaming. As these technologies have changed the way in which we spend a great deal of our time, it has also led to the changing needs of our student population and the framework for education in general. With this being said, every classroom teacher now faces the challenge of meeting the needs of our 21st century students within a classroom environment that has not changed much in the last 50 years. Slowly, the classroom environment is beginning to change with the implementation of B.Y.O.D. (Bring Your Own Device), 1:1 initiatives, or even project-based learning environments.
As a classroom teacher, it is my duty to utilize the technology resources that I have available to me with the intention of creating relevant and engaging 21st century lessons to meet the needs of my students. In order to do this, it is essential that I keep up with the evolving technology scene and as both an educator and learner, continue to broaden my own knowledge of how to best utilize the variety of technology tools and applications out there in order to create lessons that tap into the needs of my 21st century learners.
Furthermore, as a teacher who will have recently undergone an educational technology “boot camp” for two years, I feel that I see technology use in the classroom through a different lens than most of my coworkers. As my district is in the inaugural year of a 1:1 Chromebook initiative, I feel that I have a great deal of knowledge to share with my staff about the implementation, methodology and best practices when using technologies in the classroom. Currently, I am working to create a professional development plan for my campus to cultivate resources that will help teachers effectively use technology to enhance lessons and student engagement within the classroom setting. With that being said, I am hoping to continue to be a resource that my colleagues are able to approach for help and support as they stock their own technology toolboxes, develop lessons, and troubleshoot issues that arise throughout their daily practices.
In addition to helping on my own campus as a teacher leader, I also aspire to work in a role as a technology integration specialist for a school district. As more and more schools are beginning to implement 1:1 technology initiatives, I see a need for teacher support in learning about the various technology tools that are now at their students’ fingertips and for resources as they begin a relatively new teaching practice. As teachers develop these skills there will also be a need for help in developing appropriate, relevant 21st century lessons that continue to meet the needs of their students. With that being said, technology is constantly changing and it takes a great deal of time and energy to be able to research tools and develop the necessary skills to best utilize these technologies within a classroom setting. I would enjoy being able to do this“dirty” work and then sharing my findings and skills with other teachers in order to help them sharpen their own skills.
In order to accomplish these goals, I will need to place a special emphasis on continued growth and development in educational technology as well as on ideas and concepts relevant not only to my content area but also to the other content disciplines of my colleagues. The MAET program has shown me the value of being a lifelong learner due to the constant evolution of new technologies and tools. The MAET program has made this a priority by dedicating multiple units of study throughout several classes to this concept alone. Before I began the program, I only knew how to ask for help or for resources from my district level. Upon exiting the program this spring, I feel that I have developed a professional learning network(PLN) that outstretches the confines that I had previously known. With that being said, I also now have a solid foundation to further develop my PLN outside of the MAET program.
As noted earlier, technology is constantly changing, and it is just too much for one person to tackle on their own. In order to adequately meet my personal goals and the needs of both my students and my colleagues, I will be required to continually to develop my PLN. There are a variety of resources and people out there with similar goals, and I am now equipped to use those such as Twitter, Pinterest, educators blogs, various articles, as well as educators within my own community of practice in order to continually broaden my knowledge and skills of both edtech and educational issues. Even something as simple as using the hashtag #edtech or #edchat is an effective experiment to see just how many other educators are using technology daily to solve problems, to learn about new tools, and to connect with other educators around the world. Before the MAET program, I felt limited to the confines of what my school had to offer in terms of resources and knowledge of educational technology or other issues in education. Now I have a wealth of professional resources to which I can turn for answers. One of the most awesome things about this practice is the immediate potential for broader applications. Not only do I solve my problem, but I also typically learn much more than I initially set out to find, all while making connections with some really incredible educators from around the world!