Reflections
Mission Statement
As I build
positive instructional and interpersonal relationships with my
students, I will strive to instill in them the power of critical
thinking and the understanding that technology, as a precision
instrument, will help them shape their minds, their ideals, and
their futures.
Program Reflection
In the summer of 2001, just after my first year of teaching, I heard about Mizzou's Information Science and Learning Technologies graduate program. Being highly interested in computers, I decided to enroll for a couple of courses. Little did I know that it would be another five years before I picked up the ball again and started pursuing my Master's degree in earnest. I recall when I returned to my coursework in the spring of 2006 how frustrated I was because it had taken me so long to continue my studies. Now, eleven straight semesters, 54 more credit hours, a Master's degree, and an anticipated Specialist degree later, I am actually thankful that this journey has spanned a total of eight years.
Certainly I have more life experience now than I did eight years ago. As I approach my tenth year of teaching, I marvel at the students who have passed my way bringing successes, failures, joy, frustration, and a multitude of diverse learning styles. Beyond that, I also have to reflect on how much technology has changed since 2001. Wikis, iPods, MySpace, Facebook, YouTube, blogs, and podcasts are just a few of the technological innovations that have risen to popularity in the in the past eight years. How have these changed the face of education? I doubt I could answer that question satisfactorily, but I can certainly reflect about how technological innovations have changed me and my teaching for the better by sharing a few specific examples.
The technological tool that I use more than any other is my classroom website which I built as a project for Intermediate Web Development. On a daily basis I use this to communicate with my students and their parents the assignments we will be completing in class. It also serves as a gateway to my Computer History WebQuest and allows me to share valuable online resources and tools with parents, students, and teachers. The usefulness of my web development skills became even more evident this past semester. I had one student in my Computer Applications course who was homebound for all but one month. However, by using my website to get assignments, download needed data files, and even take tests, this student was able to participate in the curriculum and successfully complete the class.
Technology has also allowed me to engage students who are usually disinterested in school. On one particular occasion last winter, my students were completing an introductory assignment regarding computer history. As an additional resource, I allowed them to use the recently completed Animated Timeline of Computer History, my final project from the Flash Authoring course. Two of the special education students who had previously been very hard to engage in lessons took noticeable interest in the animated timeline. On their own, they spent nearly the entire class period exploring, reading, and discussing the content, moving well beyond the requirements of the assignment. The effect was amazing and certainly different than if they had been reading the same information from a text book.
The value of using technology as a learning tool cannot be overstated, but technology in and of itself can do nothing without a well-designed, knowledge constructing lesson behind it. Regardless of how far technology progresses, it is ultimately still the responsibility of the teacher to ensure that the learning process is meaningful and effective. I hope to have many opportunities in my future career to share with others the knowledge and experience I have gained over the past eight years. Thank you to the faculty and staff of Mizzou's School of Information Science and Learning Technologies for making this experience a worthwhile endeavor.
Concept Map
The following concept map illustrates my vision of the
relationship between teaching, learning, and technology.
The original file may be downloaded and viewed in the Inspiration software (free
trial available). A lower resolution, less interactive
version can also be viewed online.
Belief Statements
My original M.Ed portfolio from 2007 contained a Learning Belief Statement which is still available PDF format. The statement outlines my personal philosophy of technology and learning supported by research and artifacts. While no longer a requirement of the current portfolio, I still embrace the philosophy contained therein.
