My Journey to Becoming a Leader in Education Through Technology​​
When I initially enrolled in the Michigan State University Masters of educational technology (MAET) program, I was prompted to do so because the school district that I work for was making a massive shift toward going paperless. Each of our classrooms had a cart of Chromebook laptops, and soon the students would be receiving their own Chromebook as part of the district's 1:1 initiative. This movement was both attractive to the members in our community and the students, but meant that the staff was going to need a major shift in the way that they presented their lessons.
One of these shifts was to be able to learn how to master Google Classroom. Google Classroom is a content management system (CMS) that is used to present digital classroom materials in a way that is, or should be, straightforward for both teachers and students alike. If you have ever taken an online course in college, it is likely similar to the shell that your professor used to run the course. Adopting this new CMS would not come without a learning curve, one that would deem itself particularly steep to teachers who were unfamiliar with using this sort of technology in their classrooms.
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Up until this point, I knew I wanted to go to graduate school, but I was unsure of what to study. I knew that these changes were going to mark a new generation for the way that teaching was presented, and I wanted to become a leader at the forefront of it. Therefore, I took the initiative to join a program that I thought was pioneering the field and would demand discipline.
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In my first semester, I was a little taken aback by the idea that it wouldn’t be entirely about learning how to efficiently run a CMS. I knew that this was the technological advice that I was seeking, and would hope that it would come sooner than later, as I wanted to be able to show off my new found skills to my colleagues. However, the lessons that I learned were much more macro than this idea. I learned that, yes, a CMS does fall under the technological umbrella, but Chromebooks and Google products were not the only tools that represented this program. I quickly turned my way of thinking toward realizing that every tool is a piece of technology and some tools work better in some situations than others. This provided a mindset change that was necessary to take the next steps in becoming aware of how to use technology which is more important than assigning it.
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The concept that led this new way of thinking was the TPACK framework. This concept was reinforced throughout my experience at MSU but was focused heavily on in CEP810. TPACK is a “framework that emphasizes the connections, interactions, affordances, and constraints between and among content, pedagogy, and technology” (Mishra & Koehler, 2006, p 2015). To develop good educational practices, it is important that the teacher is knowledgeable of these three areas. Mishra & Koehler (2006) define knowledge of content, pedagogy, and technology as
-“Content knowledge (CK) is knowledge about the actual subject matter that is to be learned or taught.”
-“Pedagogical knowledge (PK) is deep knowledge about the processes and practices or methods of teaching and learning and how it encompasses, among other things, overall educational purposes, values, and aims.”
-“Technology knowledge (TK) is knowledge about standard technologies, such as books, chalk and blackboard, and more advanced technologies, such as the Internet and digital video. This involves the skills required to operate particular technologies.” The three order Venn Diagram demonstrates the interrelationship of the framework.
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Fig. 1 Mishra, P. (2018)
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Technology is changing at a rapid pace which means that no one particular piece of technology is guaranteed a long lifespan. When it comes to using it in the classroom, I learned that I should be placing emphasis on why I am using the technology more so than what technology I will be using. If we do not reflect on the why, it could lead to re-purposing technology that is not very beneficial to our students. I use the TPACK framework as a starting point whenever I discuss using technology in the classroom which means I am prepared for the various ways in which our tools may change.
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After TPACK, the second most beneficial concepts I learned involved the use of assessments. I learned that teachers are constantly assessing their students’ learning and these assessments come in all shapes and sizes. In my CEP813, I discovered that there are two major types of assessments: formative and summative. Formative assessments are usually much lower stakes, and serve as an ongoing evaluation of student learning which can be used to guide future instruction. Formative assessments can be visual cues, audio cues, games, single questions, creative projects, or any way that a teacher can obtain data. Summative assessments are typically a final assessment that is given at the end of a lesson or unit to evaluate the final sum of learning. This program places heavy emphasis on using formative assessments, so that a teacher is always aware of student progress and how to alter future lessons to meet students’ needs.
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To guide my thinking about assessments, we read the book Understanding by Design by Wiggins and Mctighe. This book recommends backwards design when it comes to writing a unit plan. This means starting with what you want your learning outcomes to be, designing an assessment that meets those outcomes, and then writing lesson plans that will prepare students for those assessments.
With backwards design in mind, I created a formative assessment checklist that can be used each time I write an assessment. This checklist involves a five point yes or no question asking process to determine whether or not I have developed an assessment that will yield high quality data. The five questions are backed by research and are as follows.
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Does the assessment have a direct relation to the desired learning outcomes?
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Does the assessment allow students to demonstrate a desired level of understanding?
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Does the assessment make appropriate use of technology?
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Does the assessment provide the student with how they will be evaluated?
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Does the assessment provide an opportunity to leave feedback to the student?
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The time spent researching and reviewing literature to create this list opened a new world to me when it came to assessment design and my thinking toward it. It taught me to become very aware of my goals for my students and provided a roadmap to meet them. I can proudly say that this has revolutionized the way I think about not only assessments, but the way in which I present daily lessons for the better.
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Another major shift in my thinking that came as a positive result from this program was diversifying my lessons and making sure that they promote inclusivity. This is not to say that I was against this way of thinking in the past, but more so I became hyper aware of it, and now I approach it in ways that oftentimes go neglected. The framework that largely shaped this way of thinking was the Universal Design Learning (UDL) Framework which I was exposed to in my CEP812 course. The three main pillars of this framework involve providing multiple means of engagement, representation, and action & expression. You can see in the chart below that there are guidelines to help students access, build, and internalize this way of thinking.
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Fig. 2 Universal Design for Learning (2018)
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By adhering to the UDL framework it has helped me to avoid the one size fits all approach to my lesson plans that may have taken place previously. I understand that students enter my classrooms with multiple backgrounds, capabilities, and barriers. It is my job to make sure that I am addressing each of my students strengths and weaknesses to ensure that they are provided an education that meets their needs.
At first I was overwhelmed by these ideas. Teaching is already a demanding profession, and adding the variability of each student's situation can seem daunting. However, I began to understand that it was not about me, it was about the students, and I learned that making small steps in the right direction would have a lasting impact. Some examples of the way that I have included UDL into my classroom are varying my presentations by using multimedia, supplementing text with visuals, encouraging group work, providing captions and subtitles, allowing for choice assignments and multiple ways of demonstrating learning, and building in time for reflection and introspective learning. I find that the more I include these types of improvements in my lesson plans the more second nature they become.
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Similarly to following the UDL framework, I learned about the importance of making sure that all students experience the same level of representation. In CEP 818, I learned that for minority students to feel like they can succeed as creative individuals, it is important that we change some of the power dynamics that exist within our current society. Ways that this can be completed is to rethink the literary canon or supplement it with more modern and diverse texts, reduce the role of individual heroes and place greater value on groups, and to be aware of technological barriers that minority groups may face on a daily basis. These are changes that I have brought into my own classroom to initiate a change that I believe will provide for a more fair and just future society.
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Finally, I believe that I have learned a tool kit of skills from all of the courses but particularly in the course CEP 811 that have added to me becoming a more professional educator and leader. These skills include learning how to shoot and create high quality videos, design engaging posters and images, becoming concise within word counts, learning fair use laws for education, rethinking learning environments, and writing lesson plans that reflect 21st century values. I learned that life is a series of iterations that should grow and evolve as we do and our creations also have room for ever changing improvement. This sort of can-do thinking made me realize that things don’t have to be perfect to be good, and sometimes I can amaze myself when I try things that are uncomfortable. I know that by constantly working on these skill sets I will continue to improve in my profession.
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Although I entered this program hoping to become better at working with Chromebooks and Google Classroom I ended up with a much more enriching experience than just focusing on that narrow scope. I realized that technology is more than just our digital advancements, and the key is to make sure that we are balancing and using it effectively in our classrooms as it will inevitably change. I also learned to be diligent about what I am presenting to make sure that it falls in line with my goals. Using technology for assessments as a constant means of obtaining high quality information has really helped me to become more effective in the classroom. I also learned the value in making sure that each student feels represented and has the opportunity to grow. This not only builds a more inclusive classroom, but I believe it will make for inclusive society outside of my four walls. These three ideas have proven to be milestones in my professional career, but aside from that I have developed skills that have expanded my efficiency and presentation. I am grateful for my learning experiences at Michigan State University. The growth I have made in the last year is considerably noticeable, and I would strongly recommend the MAET program to anyone interested in the field of educational technology.
References
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Mishra, P. (2018). Revised version of TPACK image [Image].
https://punyamishra.com/2018/09/10/the-tpack-diagram-gets-an-upgrade/
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Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework
for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
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UDL Guidelines Examples. (2011). UDL Guidelines 2.0 - Organizer with links to examples.
https://sites.google.com/site/udlguidelinesexamples/
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Wiggins, G. P. & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for
Supervision and Curriculum Development.