Reflection on Program
TO TEACH...BUT WHAT?
I have always wanted to make a career of teaching, but as I entered my undergraduate program at Saint Louis University, I had trouble settling on just what I wanted to focus toward. In one of my early courses, working with a particularly feisty group of fourth graders, I found that I had a knack (and a true love) for teaching the “problem” students. I related to their frustrations, their big feelings, and their too-quick tongues. I decided to pursue a degree in special education, with a focus in emotional and behavioral disorders.
After graduating in 2008, I found my first position with the Festus R-6 School District. In four years, I was assigned to four different roles within the special education program. While this was a demanding experience, I gained a wealth of experience in a short time. Before moving on from the district, I had taught every core subject from grades 4-12 in both co-teaching and self-contained settings. I had also earned my certification in English Language Arts and Mathematics for grades 5-9, which led me to my next role as a middle school math teacher at a neighborhood charter school in south Saint Louis.
Finally, I found my “forever home” in 2014 as the computer technology teacher at Ladue Middle School in Saint Louis. The running theme throughout all of my previous teaching experiences had been using technology to create a unique classroom experience. Technology boosted my students’ engagement, fostered their curiosity, and connected what they were learning in class with the world outside of school. The Master of Education program at the University of Missouri was a natural fit to continue to develop my practice in my new role.
GETTING WITH THE PROGRAM
A key understanding I’ve gained from this program is that the best learning technologies are created, not simply curated. While a plethora of digital media exists to support any learning activity one could think of, it is the personal connection to the teacher in the room that is most meaningful to students. Showing students a video about a topic might catch their attention, but transformative learning happens when they make their own. With the experiences I’ve had throughout the Technology in Schools program, I am more confident not just to create my own content for learning in the classroom, but to guide my students as they create theirs as well.
ARTIFACT: CODE FOR CHANGE WALKTHROUGH VIDEO
While I have always been an enthusiast for using tech in the classroom, I’ve come to understand that there is a spectrum along which teachers lie in their confidence with using technology to enhance learning. A reluctance to take risks with technology integration could come from any number of factors: lack of experience, satisfaction with the status quo, or simple lack of access. To be a leader in my school community, I need to be able to coach my colleagues along every step of this continuum.
ARTIFACT: CONCERNS-BASED ADOPTION MODEL
Lastly, I’ve learned that when teaching with technology, the design process is as important as the final product. The most effective way to use technology in the classroom is to transform, not simply replace what was done before. In order to set students up for success, each step of the learning process needs to be considered so that the needs of each child are met in their own best way.
ARTIFACT: INSTRUCTIONAL SYSTEMS DESIGN PROJECT
TOWARD THE FUTURE
My current role as a technology teacher has many facets. I am responsible for teaching digital citizenship, media literacy, research skills, and programming, as well as supporting the core curriculum through innovative project-based learning. Keeping up with all the exciting developments in my field is one of my favorite parts of the job, and this program has given me a new lens through which to evaluate and utilize new learning technologies. I also feel ready to begin taking on more leadership within my professional community, and sharing my enthusiasm with my colleagues.
While my practice inside the classroom has been changed by this program, I’ve also discovered a new passion for digital media and web development. In the future, I hope to continue to learn more about the process of creating graphic art, video, and much more using technology. Digital design is something in which I find as much satisfaction in the process as the final product, and there is a world of opportunity to explore in the field. I can’t be certain exactly where this passion will take me, but as I always do, I will jump in with both feet.
I have always wanted to make a career of teaching, but as I entered my undergraduate program at Saint Louis University, I had trouble settling on just what I wanted to focus toward. In one of my early courses, working with a particularly feisty group of fourth graders, I found that I had a knack (and a true love) for teaching the “problem” students. I related to their frustrations, their big feelings, and their too-quick tongues. I decided to pursue a degree in special education, with a focus in emotional and behavioral disorders.
After graduating in 2008, I found my first position with the Festus R-6 School District. In four years, I was assigned to four different roles within the special education program. While this was a demanding experience, I gained a wealth of experience in a short time. Before moving on from the district, I had taught every core subject from grades 4-12 in both co-teaching and self-contained settings. I had also earned my certification in English Language Arts and Mathematics for grades 5-9, which led me to my next role as a middle school math teacher at a neighborhood charter school in south Saint Louis.
Finally, I found my “forever home” in 2014 as the computer technology teacher at Ladue Middle School in Saint Louis. The running theme throughout all of my previous teaching experiences had been using technology to create a unique classroom experience. Technology boosted my students’ engagement, fostered their curiosity, and connected what they were learning in class with the world outside of school. The Master of Education program at the University of Missouri was a natural fit to continue to develop my practice in my new role.
GETTING WITH THE PROGRAM
A key understanding I’ve gained from this program is that the best learning technologies are created, not simply curated. While a plethora of digital media exists to support any learning activity one could think of, it is the personal connection to the teacher in the room that is most meaningful to students. Showing students a video about a topic might catch their attention, but transformative learning happens when they make their own. With the experiences I’ve had throughout the Technology in Schools program, I am more confident not just to create my own content for learning in the classroom, but to guide my students as they create theirs as well.
ARTIFACT: CODE FOR CHANGE WALKTHROUGH VIDEO
While I have always been an enthusiast for using tech in the classroom, I’ve come to understand that there is a spectrum along which teachers lie in their confidence with using technology to enhance learning. A reluctance to take risks with technology integration could come from any number of factors: lack of experience, satisfaction with the status quo, or simple lack of access. To be a leader in my school community, I need to be able to coach my colleagues along every step of this continuum.
ARTIFACT: CONCERNS-BASED ADOPTION MODEL
Lastly, I’ve learned that when teaching with technology, the design process is as important as the final product. The most effective way to use technology in the classroom is to transform, not simply replace what was done before. In order to set students up for success, each step of the learning process needs to be considered so that the needs of each child are met in their own best way.
ARTIFACT: INSTRUCTIONAL SYSTEMS DESIGN PROJECT
TOWARD THE FUTURE
My current role as a technology teacher has many facets. I am responsible for teaching digital citizenship, media literacy, research skills, and programming, as well as supporting the core curriculum through innovative project-based learning. Keeping up with all the exciting developments in my field is one of my favorite parts of the job, and this program has given me a new lens through which to evaluate and utilize new learning technologies. I also feel ready to begin taking on more leadership within my professional community, and sharing my enthusiasm with my colleagues.
While my practice inside the classroom has been changed by this program, I’ve also discovered a new passion for digital media and web development. In the future, I hope to continue to learn more about the process of creating graphic art, video, and much more using technology. Digital design is something in which I find as much satisfaction in the process as the final product, and there is a world of opportunity to explore in the field. I can’t be certain exactly where this passion will take me, but as I always do, I will jump in with both feet.