Onward
Reflection on MAET Program
Someone once asked me, what is passion? And continued to share his opinion of how today, passion is just overrated. Personally, I've considered myself quite passionate about education for as long as I can remember. When my elementary teacher, Miss G, spent the summer after 2nd grade committed to doing whatever it took to get me to read a book, I knew I wanted to have an impact on a student like Miss G had on me that year. It wasn't the newest strategy or trend on Pinterest, it was the time and patience she had for me. That summer, I didn't feel alone or singled out, I felt chosen and confident. This developed confidence and passion ignited my drive to pursue teaching; but, little did 7-year-old me know how far I'd let these strong feelings take me.
After a year of teaching, I thought, is this it? Do I just do this every day for the next 30 years until retirement? I felt lost and unsure about my future in the classroom. I had just switched from the elementary to middle school setting, still just feeling there was something missing. I was hungry for more. I was eager to keep learning. I was ready for a (different type of) challenge. Was I ready to be a master?
I struggled committing to the idea of applying for a master's program because the majority of my coworkers had masters degrees they weren't using. The following year, I tossed around potential programs that aligned with my goals and aspirations and found myself revisiting the idea of studying educational technology. Michigan State University's Master of Arts in Educational Technology (MAET) degree stood out among the rest. I researched each course, Graduate Certificate, and explored the Overseas option to reassure myself this was a perfect fit. Although my Overseas experience was impacted by the 2019 pandemic, little did I know the other connections, opportunities, and unique experiences that were in store.
Prior to completing the MAET program, I felt: limited, uncertain, and simply content.
Prior to completing the MAET program, I was responsible for: myself, my students' test scores, grading, progress monitoring, and other classroom-level duties.
Prior to completing the MAET program, I relied on: my colleagues, Pinterest, and Lucy Calkins.
Prior to completing the MAET program, I made decisions for: myself and my students.
Overwhelmed with where to begin, I vividly remember sitting at my parents' dining room table, vulnerably sharing my dream to...
...become a leader in technology for students, teachers, and myself, a forever learner.
Meanwhile, my MAET advisor listened, analyzed and generated a plan that would help me land my dream job at the young age of twenty-five. Therefore, I want to respectfully recognize a few of the MAET courses I thrived in and believe truly prepared me for the new strenuous and paramount responsibilities as (my district’s youngest) middle school Instructional Technology Coordinator.
FOR THE STUDENTS
CEP 820: Teaching Students Online
Ten years ago, if I was informed I need to learn to teach students online, I would’ve most likely given up my passion for teaching. Computers were for boys to play video games, not to pursue my passion for education. With a growth mindset and newly developed curiosity for technology, I dove right into this course with an open mind and charged computer.
Peers, you might have heard of or participated in a MOOC before, no? Haven’t heard of it? Massive online open courses (MOOCs) allow anyone to enroll in a course, free of charge. Thankfully I didn’t have to lead anything with that large of an audience. College students, you might be familiar with Schoology or Canvas? If not, these learning management systems (LMSs) are utilized by various education organizations supporting teachers with tracking, reporting, automation, training, learning, and delivering course materials (assignments, tests, etc.). This is where CEP 820 begins.
During COVID-19, students and teachers relied on LMSs to share and submit any instructional materials or assignments. Although new to many, this course prepared me by creating an online course module (OCM) for my 6th grade Intro to Robotics course I had previously only taught in person. Learning the purpose and plan of how to design webquests, integrate third party multimedia, organize folders and resources, and overall creating an aesthetically pleasing, age-appropriate, and engaging course online for my students.
Although I have recently become very comfortable with my district’s LMS, Schoology, I’m grateful this course challenged me to explore other common platforms. Plenty of teachers at my school are still very committed and feel most comfortable with Google Classroom; therefore, I can now feel confident suggesting features or troubleshooting errors after completing CEP 820.
Most importantly, this course has made me realize the impact and benefits that putting an extra 20 minutes into considering the design, features, or organization of the OCM can make or break the student experience. Students became significantly more engaged once I became more intentional with my Pages, Announcements, organization, etc. (see below).
While we’re no longer teaching online, I’ve modeled an ideal OCM to my teachers for an in-person teaching with online supporting materials approach. My students have expressed the increase in engagement via Discussions, embedded weekly agendas, and clear expectations of assignments. It’s a battle for teachers to be competing with CoolMathGames, but CEP 820 challenged me to create avenues of online instruction where online gaming doesn’t even cross the students’ mind. That’s the level of engagement I strive for when developing my OCMS. I am proud to have swayed away from the mentality of simply replacing paper with a computer, but enhancing instruction by utilizing Schoology to further engage students in curriculum.
Before MAET After MAET
FOR THE TEACHERS
CEP 815: Technology Leadership
It was not until I embraced my curiosity and dedication in educational technology that I felt ready to explore the qualities for becoming a leader. I was learning how to tinker with, persevere, and manage technology, but did I have what it took to be a leader?
Not only was this course my first, but my favorite. I knew I wanted to lead in technology, however, I lacked the confidence and knowledge to do so. One week into this course, my instructors already helped me reflect on what kind of a leader I am now and where I want to be for my school and my own EDventure. Additionally, reflecting on the ISTE Standards for Coaches, designing relevant professional development opportunities, and constructing a robust vision for myself as a leader in technology.
The International Society for Technology in Education was emphasized in both my undergraduate education program as well as, specifically, CEP 815. However, in this course, I reflected on a new set of standards as I was an aspiring instructional technology coach.
ISTE Standards for Students: explaining the importance and encouraging students to model digital citizenship
ISTE Standards for Educators: supporting and coaching teachers implement technology effectively and efficiently while engaging and enhancing student learning
ISTE Standards for Coaches: leading change, advocating for effective utilization of technology, collaborating with colleagues, and staying a connected learner
Although I’d previously created hypothetical professional development scenarios, this course had me analyze my school’s current environment to create next steps for a realistic, relevant professional development. I decided to create a workshop-approach as I learned how important differentiation is not only with students, but also more importantly teachers. After collaborating with peers and receiving feedback from colleagues, I generalized the ‘levels’ as “Beginning Tech”, “Learning Tech”, and “Utilizing Tech” to help teachers better place themselves for accurate homogeneous grouping.
My pride and joy, synthesizing what I’ve learned in CEP 815 but also about my staff. Drafting my vision was a tedious task because I knew little goals I wanted to accomplish, but couldn’t wrap my head around more broad goals for myself as a soon-to-be new leader in technology. However, I did narrow my focus to:
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Global vision for my school
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Enhance teacher training
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Create and develop digital citizens
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Increase opportunities for student application and creation
As a growing leader, I came to the realization that my heart was in teaching teachers. I aspire to support teachers to effectively integrate technology so engage students and differentiate instruction using the technology offered in today’s society.
FOR MYSELF, A FOREVER LEARNER
CEP 812: Applying Educational Technology to Issues of Practice
This course challenged me to reflect deeper on issues I’d only glanced over as a teacher. As a leader, this course taught me how to be aware of the multiple perspectives for each situation that arises, both good and bad. In particular, I was moved and inspired to ask and dig deeper into wicked questions when I, previously, had shied away in fear and intimidation. One of the most powerful exercises during this course were the quickfires, 5 minute tasks. The first one, I will always remember, required us to spend minutes thinking about questions we have for education. Who has the mental capacity to do that? Now, I do. I learned it’s okay to ask questions there is no answer to. I learned about the benefits and power of asking more why questions and less what ifs. A More Beautiful Question by William Berger focuses on this idea and challenges us, readers, to consider sitting with the uncomfortable and inspire towards asking more innovative questions, creating our own powerful answers.
The motivation behind technology, for both students and teachers, stirred in my head during this season of life, also known as COVID-19, when everyone seemed to constantly be on their computers and phones. What features of online exposure motivated students to engage in technology? Which aspects of technology were teachers more likely to engage with? I created surveys, interpreted data, and continued to research until I identified patterns. These patterns have since helped me understand and provide differentiated support based on the specific teacher’s source of motivation as well as resistance toward integrating technology and adapting to changes in technology.
It took my Master’s of Art in Educational Technology degree, Graduate Certificate in Online Teaching and Learning, my mentor, colleagues and instructors’ support to feel equipped and prepared to accept the promotion from Gaming & Robotics teacher to school Instructional Technology Coordinator. As a forever learner, this program has prepared me and this new position allows me to grow with and learn the evolving technologies created to support our classrooms and communities.
After completing the MAET program, I feel: confident, empowered, and explorative.
After completing the MAET program, I am responsible for: maintaining and troubleshooting all school technology, troubleshooting teacher and student devices, instructional technology coaching and support, developing curriculum for technology courses (Gaming & Robotics), and additional leadership duties, like lunch duty (to just name a few).
After completing the MAET program, I rely on: fellow MAET graduates, former MAET instructors, coursework directly applicable to my role as a technology leader, my strengths and curiosity.
After completing the MAET program, I make decisions for: my school, the leadership team, our school technology, our teachers, our students, and our community.
While I will forever proudly rep green and white, I cannot discredit my EDventure since the summer I spent with Miss G. To the schools I’ve called home, I humbly and gratefully acknowledge the support and preparation from the spelling tests to the band concerts, to learning the ballot and importance for females in the STEM field, thank you.
