Arriving At Change
My first experience with 21st Century learning tools began my senior year in high school. It was then that I took one of my first technology courses using an Apple computer. I remember learning how to use a word processing program and learning to make flyers, posters, and cards in the computer class. It was one of my favorite high school classes, but of course it was just an elective course at the time. Computers were owned by very few and Internet was not heard of for the most part, with the exception of it being used by a select few within universities. Time has certainly flown since and technology has forever changed our world, making our world much smaller. So small that someone living in the southernmost part of Alabama could participate in graduate courses through a university miles away! Continuing education through the University of Missouri would have been impossible for me without the convenience of having Internet service! Today, technology and computer classes are the essential tools or resources needed in a classroom to prepare students for the world that awaits them. Because of this, our local school district has embraced 21st Century programs like eMINTS and Digital Renaissance. The eMINTS program is what led me to where I am now, completing a masters degree in Educational Technology. Before beginning eMINTS and entering the Information Science and Learning Technologies graduate program at the University of Missouri, I had an interest in technology and found some professional development opportunities, but nothing as comprehensive as this program.
Changing and Adapting
High Quality Lesson Plans and Inquiry Based Learning
One of the most significant lessons learned through my program of study through the University of Missouri is the importance of high quality, well designed lessons using inquiry-based learning techniques powered by technology. While going through the eMINTS program, we spent a great deal of time investigating lessons and creating lessons with a focus on higher order thinking skills that could challenge learners to higher levels of thinking. Through this training I used QuestGarden to create a WebQuest focused on several standards that challenged students to create, collaborate, and produce an end product that could meet the state standards for several learning objectives, including math, language arts, art, and technology standards. The idea of high quality, well designed lessons persisted as I continued through the program. This is evident in another lesson I created in Introduction to Technology in Schools, Course 7377, when I completed a technology integrated lesson plan which was carefully thought out infusing technology where students explored maps and created their own maps using a constructivist approach to learning.
Technology and Collaboration
The second most significant lesson learned through my studies, included creating a community of learners where the learners were nurtured and encouraged to be risk-takers that would be respected, both individually and collectively as groups. I feel this program has equipped me with the ability to collaborate with others, being able to give positive, constructive feedback and in turn receive positive, constructive feedback that helps those working and collaborating grow and learn. This is evident in a team project that my colleagues and I created in our Instructional Systems Design project for a long term instructional plan using iPads in the classroom. This project required collaboration and teamwork, which in turn helped build my own self-esteem as my colleagues seemed to receive and value my work. I, too, learned to appreciate the collaborative efforts of my colleagues and valued their work. What seemed like an extreme undertaking when this project began, I learned that together we could achieve the end goal. During eMINTS training, a phrase would pop out in school visits or conversations, " T.E.A.M., Together Everyone Achieves More". This phrase seemed to hold true throughout this program. Whether using collaboration tools through online discussion boards, Google Hangout, e-mails, or Voice Thread I was able to achieve and gain so much more from my program of study than I would have if I were working in a program independently. This has in turn spilled over into my classroom, where I have my students working in pairs and groups responding to each other through Kid Blog and Moodle forums. I encourage this by requiring my students to find positive feedback to give their peers, as well as learning to respond with constructive feedback.
Developing Technology Leadership Skills
The last, but certainly not the least significant learning gained through my progression of this program is learning that I am a technology leader. This program has allowed me to emerge and see myself as a technology leader by giving me confidence and knowledge. I not only feel confident in using technology resources, but I also feel confident in leading and sharing effective ways to use technology in the classroom. Two very important lessons I learned relative to Technology Leadership involved assessing technology needs and taking the assessment forward and developing a plan that focuses on technology needs. I learned to develop effective questions to assess learners' needs. From making an assessment about technology needs to creating and implementing a plan to meet the needs in an effective manner, I feel equipped to plan for and develop technology professional development. I feel confident in my abilities to share with my colleagues a variety of technology resources that can be used to modify their current lessons. As a matter of fact, I have gone from training and sharing web based learning tools to small groups of six to seven participants within my school to training larger groups of at least twenty-five participants at the Gulf Regional Instructional Technology Conference. Before this program, I would have never imagined myself standing before my colleagues confidently sharing my knowledge, but after completing courses like Diffusion of Innovations and Introduction to Technology in Schools I have been challenged to be an innovator. My program of study has taught and equipped me with the processes and the confidence to be an innovator and lead, using technology as a tool to meet curriculum goals and standards.
One of the most significant lessons learned through my program of study through the University of Missouri is the importance of high quality, well designed lessons using inquiry-based learning techniques powered by technology. While going through the eMINTS program, we spent a great deal of time investigating lessons and creating lessons with a focus on higher order thinking skills that could challenge learners to higher levels of thinking. Through this training I used QuestGarden to create a WebQuest focused on several standards that challenged students to create, collaborate, and produce an end product that could meet the state standards for several learning objectives, including math, language arts, art, and technology standards. The idea of high quality, well designed lessons persisted as I continued through the program. This is evident in another lesson I created in Introduction to Technology in Schools, Course 7377, when I completed a technology integrated lesson plan which was carefully thought out infusing technology where students explored maps and created their own maps using a constructivist approach to learning.
Technology and Collaboration
The second most significant lesson learned through my studies, included creating a community of learners where the learners were nurtured and encouraged to be risk-takers that would be respected, both individually and collectively as groups. I feel this program has equipped me with the ability to collaborate with others, being able to give positive, constructive feedback and in turn receive positive, constructive feedback that helps those working and collaborating grow and learn. This is evident in a team project that my colleagues and I created in our Instructional Systems Design project for a long term instructional plan using iPads in the classroom. This project required collaboration and teamwork, which in turn helped build my own self-esteem as my colleagues seemed to receive and value my work. I, too, learned to appreciate the collaborative efforts of my colleagues and valued their work. What seemed like an extreme undertaking when this project began, I learned that together we could achieve the end goal. During eMINTS training, a phrase would pop out in school visits or conversations, " T.E.A.M., Together Everyone Achieves More". This phrase seemed to hold true throughout this program. Whether using collaboration tools through online discussion boards, Google Hangout, e-mails, or Voice Thread I was able to achieve and gain so much more from my program of study than I would have if I were working in a program independently. This has in turn spilled over into my classroom, where I have my students working in pairs and groups responding to each other through Kid Blog and Moodle forums. I encourage this by requiring my students to find positive feedback to give their peers, as well as learning to respond with constructive feedback.
Developing Technology Leadership Skills
The last, but certainly not the least significant learning gained through my progression of this program is learning that I am a technology leader. This program has allowed me to emerge and see myself as a technology leader by giving me confidence and knowledge. I not only feel confident in using technology resources, but I also feel confident in leading and sharing effective ways to use technology in the classroom. Two very important lessons I learned relative to Technology Leadership involved assessing technology needs and taking the assessment forward and developing a plan that focuses on technology needs. I learned to develop effective questions to assess learners' needs. From making an assessment about technology needs to creating and implementing a plan to meet the needs in an effective manner, I feel equipped to plan for and develop technology professional development. I feel confident in my abilities to share with my colleagues a variety of technology resources that can be used to modify their current lessons. As a matter of fact, I have gone from training and sharing web based learning tools to small groups of six to seven participants within my school to training larger groups of at least twenty-five participants at the Gulf Regional Instructional Technology Conference. Before this program, I would have never imagined myself standing before my colleagues confidently sharing my knowledge, but after completing courses like Diffusion of Innovations and Introduction to Technology in Schools I have been challenged to be an innovator. My program of study has taught and equipped me with the processes and the confidence to be an innovator and lead, using technology as a tool to meet curriculum goals and standards.
Adapting and Transforming
Keeping up to date with the latest technologies will not end with my studies through the University of Missouri! As I read and studied an article in my Introduction to Technology in Schools course, Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration written by Randall Davies from Brigham Young University, I realized that I must continue to learn and grow in the area of technology. The article brings to light that becoming technology literate is quite challenging. This is in part to the ever changing environment, with new technologies constantly being updated and developed. Educational literacy is not a one time achievement, but one that must continually be developed. As I work to complete the this program, I have already taken the steps to continue my technology leadership role by accepting a new challenge within my district. I have applied and been accepted into the Digital Renaissance Leadership Academy. While this program will not advance me on to another degree, it will keep me moving forward in the direction of being a technology leader and being a change agent within my school and school district to spur on 21st Century learning. As I move forward in applying all that I have learned through this program of study, I look forward to creating and finding authentic, meaningful, real-world learning opportunities for those I am entrusted to impact and teach. I look forward to integrating “just-in-time” technology skills that are needed for learning tasks and projects that will prepare me to use technology in a way that challenges learners to ask questions, organize and analyze information, and then communicate their understanding.