An Unexpected Future
by: Mariah Trentacosti
A little over a year ago, in the spring of 2011, I began my Masters in Educational Technology with Michigan State University. I knew education was changing and shifting more towards technology, but I did not know exactly how. I too wanted to move in this direction, so I chose the MAET Program with MSU to increase my personal knowledge and to make myself more marketable in the future. I was specifically drawn to MSU because it offered a variety of elective classes, one of which was Learning Mathematics with Technology. My goals throughout the program had always been focused on increasing my understanding of technology and finding new ways to integrate it into my mathematics classroom in a meaning and relevant way. Along this journey, I have learned a lot about myself and my own misconceptions about technology. I entered this program to earn a degree. I am now ready to leave this program as a leader in technology.
Eyes Wide Open
In the beginning of this program I was feeling a little anxious because I had no previous experience with online courses and very little experience with technology in general. I realized I was still very naive in many ways when it came to technology. I began my journey with CEP 810: Teaching For Understanding With Technology. This class felt as if it were a crash course on technology. Carolyn McCarthy and Dr. Sandra Plair introduced me a world of information, tools, and people. As a direct result of taking this course, the foundation for my future was set. I am now skilled in Google, Web 2.0 Tools, and on my way to creating my own Personal Learning Network. We covered a wide variety of topics in this course which was a bit overwhelming at first, but it made me realize just how much I needed to learn and grow as an educator. I felt assured that I had chosen the correct path for my future.
The next courses in the certificate program continued to expand my knowledge of technology and its applications to the classroom. In CEP 811: Adapting Innovative Technologies in Education with Melissa White, I enjoyed learning about WebQuests, StAIRS, and the Universal Design for Learning (UDL Principles). There were several WebQuests that align perfectly with my own standards, and I was able to implement them the following school year. My StAIR (Stand-Alone Instructional Resources) was a great opportunity for me to create something authentic to my own teaching and classroom needs as well as a strategy for integrating technology. The UDL Principles really helped me think about additional strategies for differentiating my instruction for the different learning styles and needs of my students.
During this CEP 811, the instructor also shared information about Wiki’s and their applications in education. I was able to expand upon my learning in this course to create a Wiki for my own middle school math department. It was a piece of my work I was particularly proud to share. It was also the first opportunity I had to share something I had created in my master’s courses with other math teachers in my building as well as provide them with additional resources for their own classroom.
In the final course in the certificate program CEP 812: Applying Educational Technology To Issues Of Practice, I defined, implemented, and evaluated a technology-based solution to an educational problems that existed in my school setting. Building on the work completed in CEP 810 and 811, I created a solution involving the use of WebQuest's and student created tutorials to address the need for students to better understand fractions. It was my first experience in implementing an instructional and technology strategy based on Technological Pedagogical and Content Knowledge. I continued to use TPACK as a bases for all my instructional planning.
Looking back over the certificate program, I felt I had grown rapidly in my understanding and knowledge of technology. I felt the area I had seen the most personal growth in was my use of web-based presentation tools. I still remember the first visual assignment. I used a PowerPoint presentation from my computer. It was a reflection of my comfort level with web based presentation tools. I quickly searched out other methods and learned about them quickly. I found myself not only creating great presentations but also sharing them with classmates and colleagues. The pieces were just starting to come together. I was starting to really push myself to learn more and do better.
In the beginning of this program I was feeling a little anxious because I had no previous experience with online courses and very little experience with technology in general. I realized I was still very naive in many ways when it came to technology. I began my journey with CEP 810: Teaching For Understanding With Technology. This class felt as if it were a crash course on technology. Carolyn McCarthy and Dr. Sandra Plair introduced me a world of information, tools, and people. As a direct result of taking this course, the foundation for my future was set. I am now skilled in Google, Web 2.0 Tools, and on my way to creating my own Personal Learning Network. We covered a wide variety of topics in this course which was a bit overwhelming at first, but it made me realize just how much I needed to learn and grow as an educator. I felt assured that I had chosen the correct path for my future.
The next courses in the certificate program continued to expand my knowledge of technology and its applications to the classroom. In CEP 811: Adapting Innovative Technologies in Education with Melissa White, I enjoyed learning about WebQuests, StAIRS, and the Universal Design for Learning (UDL Principles). There were several WebQuests that align perfectly with my own standards, and I was able to implement them the following school year. My StAIR (Stand-Alone Instructional Resources) was a great opportunity for me to create something authentic to my own teaching and classroom needs as well as a strategy for integrating technology. The UDL Principles really helped me think about additional strategies for differentiating my instruction for the different learning styles and needs of my students.
During this CEP 811, the instructor also shared information about Wiki’s and their applications in education. I was able to expand upon my learning in this course to create a Wiki for my own middle school math department. It was a piece of my work I was particularly proud to share. It was also the first opportunity I had to share something I had created in my master’s courses with other math teachers in my building as well as provide them with additional resources for their own classroom.
In the final course in the certificate program CEP 812: Applying Educational Technology To Issues Of Practice, I defined, implemented, and evaluated a technology-based solution to an educational problems that existed in my school setting. Building on the work completed in CEP 810 and 811, I created a solution involving the use of WebQuest's and student created tutorials to address the need for students to better understand fractions. It was my first experience in implementing an instructional and technology strategy based on Technological Pedagogical and Content Knowledge. I continued to use TPACK as a bases for all my instructional planning.
Looking back over the certificate program, I felt I had grown rapidly in my understanding and knowledge of technology. I felt the area I had seen the most personal growth in was my use of web-based presentation tools. I still remember the first visual assignment. I used a PowerPoint presentation from my computer. It was a reflection of my comfort level with web based presentation tools. I quickly searched out other methods and learned about them quickly. I found myself not only creating great presentations but also sharing them with classmates and colleagues. The pieces were just starting to come together. I was starting to really push myself to learn more and do better.
Implementing
A personal goal I had set for myself each semester was to find ways to support my core curriculum. CEP 805: Learning Mathematics With Technology was the elective course that taught me to be a diligent consumer and producer of mathematical content in an online environment. I learned to analyze technology programs based on the Principles and Standards for School Mathematics (PSSM) as well as focus on relational understanding. This course gave me a better understanding of the standards and content development in mathematics as well as how to implement technology into my course so I could achieve relational understanding. I had learned that in order to get our students actively involved in their learning, I had to get them involved in the content.
Through the studying of several major psychological learning theories in CEP 800, I was able to better appreciate and connect my teaching strategies with my students. Having an understanding of student’s prior knowledge and false preconceived ideas, I was able to explore and unravel a student’s private theory to make new and correct connections. I began to see that technology affords teachers and students with the opportunity to construct meaning and make connections between the concepts being taught. I also realized through taking these courses that students need to be able to discuss and reflect on what they are learning to show they have a relational understanding of the content. As a direct result of taking this course, I began to look at what I could implement into my classroom and how it was going to build relational understanding. I created opportunities for my students to explore web-based tools and applications that would support their understanding of the content and build deeper connections to its real-world applications. I also provided students with more opportunities to collaborate and share their new-found understandings.
A personal goal I had set for myself each semester was to find ways to support my core curriculum. CEP 805: Learning Mathematics With Technology was the elective course that taught me to be a diligent consumer and producer of mathematical content in an online environment. I learned to analyze technology programs based on the Principles and Standards for School Mathematics (PSSM) as well as focus on relational understanding. This course gave me a better understanding of the standards and content development in mathematics as well as how to implement technology into my course so I could achieve relational understanding. I had learned that in order to get our students actively involved in their learning, I had to get them involved in the content.
Through the studying of several major psychological learning theories in CEP 800, I was able to better appreciate and connect my teaching strategies with my students. Having an understanding of student’s prior knowledge and false preconceived ideas, I was able to explore and unravel a student’s private theory to make new and correct connections. I began to see that technology affords teachers and students with the opportunity to construct meaning and make connections between the concepts being taught. I also realized through taking these courses that students need to be able to discuss and reflect on what they are learning to show they have a relational understanding of the content. As a direct result of taking this course, I began to look at what I could implement into my classroom and how it was going to build relational understanding. I created opportunities for my students to explore web-based tools and applications that would support their understanding of the content and build deeper connections to its real-world applications. I also provided students with more opportunities to collaborate and share their new-found understandings.
Transitioning Period
Moving forward in this journey, there was a period of transition for me. I felt I had acquired the foundation necessary to meet the goals I had set for myself. I had a solid foundation and understanding of technology, and I was able to implement new strategies and technology into my classroom. I was also beginning to share my new found knowledge with my coworkers. Though I always knew there was more to learn, I had to establish and set new goals for myself. I needed to focus on my future and becoming a leader in education.
CEP 807: Technology and Leadership helped me to examine the aims of education, the history and evolution of technology, the principles of leadership, and the intersection of these three elements. I began to realize new technologies not only have the potential of changing what and how students learn, but they can also alter the task of teaching in significant ways. This course focused on the factors that influence student achievement, common technologies used, the opportunities that those technologies represent as well as the possible challenges or problems created through technology. This course challenged me to think as a leader and establish my role not only in the classroom, but also as a leader in technology in my school district.
An important aspect of moving into a leadership position is learning how to be better consumers of existing research, including developing a working knowledge of basic research strategies, methodology, pedagogies, and best practices. CEP 822 gave me the opportunity to search for and review studies in my own area of professional interest. It showed me how to conduct action research, plan and implement my own research, and analyze its affects on an educational setting. These two courses have really helped me to reexamine my own qualities as a leader, the importance of having a vision, and how to move ahead in education.
Moving forward in this journey, there was a period of transition for me. I felt I had acquired the foundation necessary to meet the goals I had set for myself. I had a solid foundation and understanding of technology, and I was able to implement new strategies and technology into my classroom. I was also beginning to share my new found knowledge with my coworkers. Though I always knew there was more to learn, I had to establish and set new goals for myself. I needed to focus on my future and becoming a leader in education.
CEP 807: Technology and Leadership helped me to examine the aims of education, the history and evolution of technology, the principles of leadership, and the intersection of these three elements. I began to realize new technologies not only have the potential of changing what and how students learn, but they can also alter the task of teaching in significant ways. This course focused on the factors that influence student achievement, common technologies used, the opportunities that those technologies represent as well as the possible challenges or problems created through technology. This course challenged me to think as a leader and establish my role not only in the classroom, but also as a leader in technology in my school district.
An important aspect of moving into a leadership position is learning how to be better consumers of existing research, including developing a working knowledge of basic research strategies, methodology, pedagogies, and best practices. CEP 822 gave me the opportunity to search for and review studies in my own area of professional interest. It showed me how to conduct action research, plan and implement my own research, and analyze its affects on an educational setting. These two courses have really helped me to reexamine my own qualities as a leader, the importance of having a vision, and how to move ahead in education.
Ready To Lead
I often contemplate my understanding of and ability to lead others in a meaningful way. I think about how my visions for the future of education are going to affect students, teachers, and administrators in the future. I think about my own past experiences and talks with teachers about their experiences with technology leaders. As a future technology leader in an educational environment, I feel it is important to remember quality instruction always begins with solid learning goals and objectives. Teaching strategies and technology integration should be based on pedagogy and best practices, not on the latest and greatest technology out.
A transitional class for me was CEP 820: Teaching K-12 Students Online. This course allowed me to learn more about ways in which K-12 teachers can bring the world into their classrooms with technology to better meet the educational needs of their students. The course focused on ways in which teachers and students can broadcast their ideas and information to the outside world for purposes of collaboration and communication. I have been able to create the foundation for my own learning management system in this course and implement my online course into my classroom this fall.
Both CEP 813 and CEP 807 have given me a platform to exhibit and showcase my own work as well as my student’s work. These showed me that electronic portfolios on the Web are a way for teachers and students to express themselves and create a web presents. These courses have exposed me to a wide variety of applications for electronic portfolios in education. I look forward to building online portfolios with the teachers in my distract as a way to showcase our districts initiative to prepare and support all students to safely and effectively participate in an information-rich, technology-infused society.
These three courses have really changed my focus and career paths. I am now looking towards the future of education and how I can help others design learning experiences that reflect the innovation and creativity of the 21st century learners. With the emergence of open content and learning management systems, I want to show others how they can place educational material and learning opportunities in the hands of their students. I will however, always keep in mind that in order to facilitate deep understanding and engagement with the content, I will need to have a clear goal and objective that are deeply rooted in research-based best practices.
It is hard to believe that my educational journey with MSU is coming to an end. I entered this program with a desire to learn more about my own content area and how technology could support it. My career goals and future path has evolved over time. I have confronted my own misunderstandings and misconceptions about technologies role in educational. There is a new found internal motivation to share what I have learned in the MAET program with other teachers and administrators. I have gone from wanting to be the best math teacher, to becoming a technology integration specialist in my district. I want to take what I have learned here and teach others in how to integrate technology into their classrooms. I will continue to be dedicated to continuously learning and staying in pace with today and tomorrow’s technologies. I am confident and look forward to leading others in my district on a similar journey.
I often contemplate my understanding of and ability to lead others in a meaningful way. I think about how my visions for the future of education are going to affect students, teachers, and administrators in the future. I think about my own past experiences and talks with teachers about their experiences with technology leaders. As a future technology leader in an educational environment, I feel it is important to remember quality instruction always begins with solid learning goals and objectives. Teaching strategies and technology integration should be based on pedagogy and best practices, not on the latest and greatest technology out.
A transitional class for me was CEP 820: Teaching K-12 Students Online. This course allowed me to learn more about ways in which K-12 teachers can bring the world into their classrooms with technology to better meet the educational needs of their students. The course focused on ways in which teachers and students can broadcast their ideas and information to the outside world for purposes of collaboration and communication. I have been able to create the foundation for my own learning management system in this course and implement my online course into my classroom this fall.
Both CEP 813 and CEP 807 have given me a platform to exhibit and showcase my own work as well as my student’s work. These showed me that electronic portfolios on the Web are a way for teachers and students to express themselves and create a web presents. These courses have exposed me to a wide variety of applications for electronic portfolios in education. I look forward to building online portfolios with the teachers in my distract as a way to showcase our districts initiative to prepare and support all students to safely and effectively participate in an information-rich, technology-infused society.
These three courses have really changed my focus and career paths. I am now looking towards the future of education and how I can help others design learning experiences that reflect the innovation and creativity of the 21st century learners. With the emergence of open content and learning management systems, I want to show others how they can place educational material and learning opportunities in the hands of their students. I will however, always keep in mind that in order to facilitate deep understanding and engagement with the content, I will need to have a clear goal and objective that are deeply rooted in research-based best practices.
It is hard to believe that my educational journey with MSU is coming to an end. I entered this program with a desire to learn more about my own content area and how technology could support it. My career goals and future path has evolved over time. I have confronted my own misunderstandings and misconceptions about technologies role in educational. There is a new found internal motivation to share what I have learned in the MAET program with other teachers and administrators. I have gone from wanting to be the best math teacher, to becoming a technology integration specialist in my district. I want to take what I have learned here and teach others in how to integrate technology into their classrooms. I will continue to be dedicated to continuously learning and staying in pace with today and tomorrow’s technologies. I am confident and look forward to leading others in my district on a similar journey.