Obtaining the Reputation You Desire...
...a synthesis essay by Jennifer Waters.
Desiring a Reputation
Creating a positive reputation for oneself is the goal for many fresh teachers. Personally, I want to gain a good reputation for my abilities in teaching mathematics and working with technology. As Socrates stated, “the way to gain a good reputation, is to endeavor to be what you desire to appear.” I remember reading this quote the first year I started teaching and realized that doing my job was not enough to gain the reputation I was hoping to achieve. My appearance as a first year teacher was someone with a good work ethic and a passion for teaching. So I decided to change my appearance and reputation by finding a master’s program that met my personal growth plan. Then, once I begin acquiring new skills to get out of my classroom and get involved in school programs featuring technology.
The pursuit of a master’s program that would fulfill my goals was more difficult than I expected. As a math teacher I wanted to find a program that offered a course specifically for teaching math using technology. I have been disappointed with many conferences in the past that discussed teaching with technology without any implementations for the math classroom. I was determined to find a master’s program that offered that component. As a teacher I was also forced to reflect upon the type of student that I am. I discovered that my responsibilities, work schedule and student work ethic guided me towards an online program. After several days of searching for potential programs, Michigan State University’s MAED program was the only one that has exactly what I wanted. One month later I was accepted into the certificate program and all of my courses have brought me to where I am today.
The pursuit of a master’s program that would fulfill my goals was more difficult than I expected. As a math teacher I wanted to find a program that offered a course specifically for teaching math using technology. I have been disappointed with many conferences in the past that discussed teaching with technology without any implementations for the math classroom. I was determined to find a master’s program that offered that component. As a teacher I was also forced to reflect upon the type of student that I am. I discovered that my responsibilities, work schedule and student work ethic guided me towards an online program. After several days of searching for potential programs, Michigan State University’s MAED program was the only one that has exactly what I wanted. One month later I was accepted into the certificate program and all of my courses have brought me to where I am today.
Sparking a Goal
One of my first courses was Adapting Innovative Technologies to Education (CEP 811). In this course a few of our assignments included a StAIR project, WebQuest, and designing a website. The StAIR project was an advanced power point that assisted my development for understanding the methods of scaffolding instruction for a variety of student learners. I created an interactive power point that provided students an opportunity to work at their own pace and obtain challenge opportunities or interventions while reviewing a concept from class. The WebQuest expanded my knowledge of the opportunities my students have to work independently online. Creating a WebQuest about quadratic equations inspired my professional growth plan to incorporate more computer lab lessons were students can guide their own learning while I monitor their destinations. Learning how to build a website was the most influential piece of this course. I saw several ways to could use a website to communicate with students, parents, and staff for collaboration and promoting technology at the school site.
Course CEP 811 was the first time my inspiration of a personal and professional growth plan was sparked. I immediately began creating a timeline for implementing WebQuests into my instructional plans. I piloted my CEP 811 WebQuest with my classes and colleagues and surveyed their opinions. The responses and results were clear. My students became more involved in the lesson and felt they controlled their learning process while in the computer lab. Their results on the quiz showed that the WebQuest was an effective tool for students to learn new skills. My colleagues were impressed and surprised by the wealth of opportunities available for students to learn independently. Teachers that were originally reluctant to use a computer lab lesson saw the effortless procedures and management necessary. In addition, I used my knowledge to build a website for the mathematics department at my school site. This allowed all of us to collaborate on best instructional practices and share lessons electronically. Parents had a more efficient way of communicating with the department staff and students had opportunities to find information about coursework. In conclusion, the department’s reputation on campus increased because of our movement towards current technology and student engagement. My reputation grew as a technological asset to the department.
Course CEP 811 was the first time my inspiration of a personal and professional growth plan was sparked. I immediately began creating a timeline for implementing WebQuests into my instructional plans. I piloted my CEP 811 WebQuest with my classes and colleagues and surveyed their opinions. The responses and results were clear. My students became more involved in the lesson and felt they controlled their learning process while in the computer lab. Their results on the quiz showed that the WebQuest was an effective tool for students to learn new skills. My colleagues were impressed and surprised by the wealth of opportunities available for students to learn independently. Teachers that were originally reluctant to use a computer lab lesson saw the effortless procedures and management necessary. In addition, I used my knowledge to build a website for the mathematics department at my school site. This allowed all of us to collaborate on best instructional practices and share lessons electronically. Parents had a more efficient way of communicating with the department staff and students had opportunities to find information about coursework. In conclusion, the department’s reputation on campus increased because of our movement towards current technology and student engagement. My reputation grew as a technological asset to the department.
The Starting Line
Once I sparked a technological appetite for my students and department, my next goal was to start implementing lessons that can be enhanced using technology. This starting line was my Learning Mathematics with Technology (CEP 805). In this course we discussed several components when imbedding technology including: connection to math standards, methods of thinking, supporting learning, multiple representations, and enhancing lessons. What makes this course my starting point is the purposeful use of technology in lessons while recognizing the established requirements for teachers. Each unit discussed the Principles and Standards for teaching mathematics in classroom and the importance of discussing topics using relational thinking over instrumental thinking. In order to achieve this, the use of virtual manipulatives and software programs provide ways for teachers to provide multiple representations of concepts for algebra, geometry, and advanced mathematics. The ultimate goal for technology is to enhance curriculum and support students in their learning and understanding of math. This class developed my skills as a teacher and an analyst. I am able to analyze the effectiveness and appropriateness of a program or technology before implementing it into a lesson. The point of teaching with technology is not to imbed as much as possible. The goal of teaching with technology is choosing the appropriate programs to support student achievement and engagement. The ability to decipher effective versus inappropriate technology for a lesson is what the class gave me.
Knowing had to decide which technologies to incorporate into my classroom gave me inspiration to build new lessons. My lessons began building around concepts that I wanted the students to understand and connecting them to a content standard. Then I looked through my resource library that I built during course 805 and integrated appropriate technologies for that lesson. I saw my students respond differently to in class discussions based on the multiple representations that I could present. I provided students with opportunities to analyze different forms of presentations to spark discussions about which methods best supported the topic in class. Not only did implementing technology result in increased participation but students become relational thinkers instead of instrumental thinkers. Thinking instrumentally is memorizing facts and knowing the procedures to solve for answers. While knowing procedures is necessary for basic examples, students are required to apply those procedures to higher level problems using understandings of the concept as stated by the Principles and Standards of mathematics. Imbedding technology such as software, virtual manipulatives, and WebQuests support relational thinking by enhancing concepts to a level of understanding versus procedure. I found it imperative to share my findings and resources with my department. Thus, our department website contained a resource library of virtual manipulatives that teachers, parents, and students could access to get additional support on several topics discussed in class. Our scores as a department increased on standardized tests and my technology resources increased my reputation from being an asset to a leader in my department.
Knowing had to decide which technologies to incorporate into my classroom gave me inspiration to build new lessons. My lessons began building around concepts that I wanted the students to understand and connecting them to a content standard. Then I looked through my resource library that I built during course 805 and integrated appropriate technologies for that lesson. I saw my students respond differently to in class discussions based on the multiple representations that I could present. I provided students with opportunities to analyze different forms of presentations to spark discussions about which methods best supported the topic in class. Not only did implementing technology result in increased participation but students become relational thinkers instead of instrumental thinkers. Thinking instrumentally is memorizing facts and knowing the procedures to solve for answers. While knowing procedures is necessary for basic examples, students are required to apply those procedures to higher level problems using understandings of the concept as stated by the Principles and Standards of mathematics. Imbedding technology such as software, virtual manipulatives, and WebQuests support relational thinking by enhancing concepts to a level of understanding versus procedure. I found it imperative to share my findings and resources with my department. Thus, our department website contained a resource library of virtual manipulatives that teachers, parents, and students could access to get additional support on several topics discussed in class. Our scores as a department increased on standardized tests and my technology resources increased my reputation from being an asset to a leader in my department.
Following the Journey
Once my journey began I noticed that taking an online master’s course is the future of education. Incorporating technology into lessons and building a resource library was just the beginning of student access to web 2.0 technologies. In the future and even now, students have the opportunity to enroll in middle school and high school courses online such as algebra, geometry and higher math courses. Thus, my journey expanded into creating an online course of my own. Teaching K12 Students Online (CEP 820), was designed to show me how to build and implement an online course. I had to choose the type of course I wanted to design which took me through a journey of discovery my beliefs about learning. It is important to me that my students have an opportunity to collaborate online, download work, access virtual manipulatives, research multiple methods, and check in with me personally. Thus, I chose a hybrid model for my online class that included two components: in class assignments and online modules. While we are moving towards an internet world for learning it was important for me to establish a personal rapport with my students. Basic math skills should be under the direct monitoring of a facilitator to check work and provide feedback. Without that component I felt that my students would not build the relational thinking that I strive for with just online components.
My guidance towards this type of online class was based on my struggles as a student. I am not afraid to admit that online courses and programs allow me to skip steps that a traditional classroom setting would catch. In fact, students like me look for ways to “cheat” the system and complete work their way versus the recommended methods. However, while this puts a spotlight on my work as a student it is important to note that my online coursework began as an adult. As an adult I am responsible for my learning and the consequences of my choices. However, students in K12 studies need to be monitored in order to develop positive student environment and study skills. Creating a positive student environment is something that needs to be done both in the classroom and online. Therefore, a component of a communication policy is required for students. Online courses should have the same fostering learning environment as a traditional classroom to promote discussion and sharing of ideas among students. Collaboration of students is something that continues to be a struggle in traditional classrooms as well as online courses. Sharing my experiences and communication policy with my colleagues helped us develop department policies and goals for classroom interactions. Promoting positive environments is something we have continued to strive for and building a cohesive plan for our students is necessary when establishing consistent collaboration. Since our rollout of a communication policy our students have a clear understanding of our expectations of them. Working in groups is the norm and our students are much more receptive to our instructional model. Not only has course 820 given me skills for developing and implementing an effective online course; but it has given me skills that are relevant and supportive to traditional classroom settings. I know that I am using all of my coursework every day even though I do not teach an online class. This journey has supported my desired reputation for being a go-to employee for teaching technology.
My guidance towards this type of online class was based on my struggles as a student. I am not afraid to admit that online courses and programs allow me to skip steps that a traditional classroom setting would catch. In fact, students like me look for ways to “cheat” the system and complete work their way versus the recommended methods. However, while this puts a spotlight on my work as a student it is important to note that my online coursework began as an adult. As an adult I am responsible for my learning and the consequences of my choices. However, students in K12 studies need to be monitored in order to develop positive student environment and study skills. Creating a positive student environment is something that needs to be done both in the classroom and online. Therefore, a component of a communication policy is required for students. Online courses should have the same fostering learning environment as a traditional classroom to promote discussion and sharing of ideas among students. Collaboration of students is something that continues to be a struggle in traditional classrooms as well as online courses. Sharing my experiences and communication policy with my colleagues helped us develop department policies and goals for classroom interactions. Promoting positive environments is something we have continued to strive for and building a cohesive plan for our students is necessary when establishing consistent collaboration. Since our rollout of a communication policy our students have a clear understanding of our expectations of them. Working in groups is the norm and our students are much more receptive to our instructional model. Not only has course 820 given me skills for developing and implementing an effective online course; but it has given me skills that are relevant and supportive to traditional classroom settings. I know that I am using all of my coursework every day even though I do not teach an online class. This journey has supported my desired reputation for being a go-to employee for teaching technology.
Seeing the Light
As I come to the end of my coursework and master’s program I am beginning to see the light of a new path. Proseminar in Education Technology (CEP 807), has given me the opportunity to gather my coursework into a comprehensive portfolio to reflect on my work and discover a new beginning. The common question I gather from one module to the next is, “now what?” Now that I have done all this coursework and built my journey as a professional it is time to reflect on my growth plan and what I am going to do with all of this information. Reputations do not remain frozen in time. So, it is important for me to continue my development and be the reputation I desire to portray. This portfolio has given me opportunities to grow as a collaborator, think past my assignments and show off my talents. My finished product will be an excellent way for me share to my abilities with colleagues and potential employers. Regardless of future advancement this course has instilled a sense of accomplishment to the work I have done the past two years.
The last two months of my master’s program were spent with reflections. I reflected on the needy population that are my students, the professional goals that developed throughout my coursework, the change in my educational belief system, the research I conducted, and where I want this program to take me in the future. To sum it up is a quote by David Ogilvy, “Don’t bunt. Aim out of the ballpark.” Regardless of the topic I need to aim above and beyond what I have done before. If this program has taught me anything it is that technology and teaching are far from stagnant. There is always something new to learn and my personal goal to grow and be innovative will be what keeps my reputation in the light that I desire. Even though this program is coming to an end there will be more opportunities for me to develop new skills. As they say, when one door closes, another one opens.
The last two months of my master’s program were spent with reflections. I reflected on the needy population that are my students, the professional goals that developed throughout my coursework, the change in my educational belief system, the research I conducted, and where I want this program to take me in the future. To sum it up is a quote by David Ogilvy, “Don’t bunt. Aim out of the ballpark.” Regardless of the topic I need to aim above and beyond what I have done before. If this program has taught me anything it is that technology and teaching are far from stagnant. There is always something new to learn and my personal goal to grow and be innovative will be what keeps my reputation in the light that I desire. Even though this program is coming to an end there will be more opportunities for me to develop new skills. As they say, when one door closes, another one opens.