Learn. Lead. Illuminate.
Kate Heydlauff
Summer 2011
Summer 2011
When graduating from high school, I think about walking the halls and shutting my bright red locker one last time. When graduating from college, I think about the beautiful campus, rolling hills and old brick buildings. So now that I am graduating from graduate school after completing an online program, one would think I would remember… a computer? I think not. Although deciding to obtain my Masters of Educational Technology completely online was a stretch for me, it was definitely one of the best decisions I have made as an educator. The last two years have challenged me to become a better teacher and encouraged me to keep learning about new technologies and strategies to use in the classroom.
As I reflect on the courses I have taken for my graduate work, I can easily see three main themes. First, I see the theme of learning. Not only did I learn an immense amount of information, but I also learned ways to help my students better understand. Secondly, I have learned to be a technology leader in my classroom, school and district. Two years ago, I would not have had the confidence to do so. The last theme was the hardest to discover, but not probably the most obvious now that I am looking back on the last two year. I am illuminated. I am a better teacher. I have discovered a love of learning that I can pass on to my students for many years to come.
Learn: [lurn]
–verb
1.to acquire knowledge of or skill in by study, instruction, or experience
2. to become informed of or acquainted with
I have taken ten courses while at Michigan State University and in each class, I have learned a tremendous amount knowledge and skills. Through my professors, classmates and own dedication, I have exceeded my expectations for this experience and I am walking away with a plethora of new information. I began my masters about four years after finishing college. I had forgotten how much I loved being in the classroom as a student. The conversations and discussions I was able to have developed a new enthusiasm for my love of learning.
One course that specifically developed a strong sense of learning was CEP 822: Approaches to Educational Research. In the summer of 2010, I was enrolled in this course. Instructor Nick Sheltrown had incredibly high expectations for this class. In fact, this was one of the most difficult courses of my masters program. However, it was also the most rewarding. I truly felt like a student in the class instead of a teacher, just taking classes.
During this course, we discussed action research. We had to pick a topic, create a thesis, and research the topic. I was currently teaching math and science at the time in Traverse City, Michigan. I decided to research the impact of calculators in the middle school classrooms. I wanted to know if calculators were helping or harming the understanding of math for our middle school students. This class was engaging because all students were able to choose their topics that related to an educational interest.
I spent hours researching this topic. I poured over journals, articles and websites to gain more information about the use of calculators in the classroom. After completing a majority of my research, I wrote an annotated bibliography. We discussed our topics with our classmates, researched even more and finally created an action research paper based on the findings. This 17-page document not only shows the process of my action research, but also my learning.
As I ponder over the definition of learning, I know that I have learned in all of my graduate courses. However, CEP 822 provided a learning experience in which I felt like a student who accomplished a great task. The research in that course provided me with a new experience and helped me question and debate over my own teaching methods. I was stretched as a teacher and renewed as a student.
One course that specifically developed a strong sense of learning was CEP 822: Approaches to Educational Research. In the summer of 2010, I was enrolled in this course. Instructor Nick Sheltrown had incredibly high expectations for this class. In fact, this was one of the most difficult courses of my masters program. However, it was also the most rewarding. I truly felt like a student in the class instead of a teacher, just taking classes.
During this course, we discussed action research. We had to pick a topic, create a thesis, and research the topic. I was currently teaching math and science at the time in Traverse City, Michigan. I decided to research the impact of calculators in the middle school classrooms. I wanted to know if calculators were helping or harming the understanding of math for our middle school students. This class was engaging because all students were able to choose their topics that related to an educational interest.
I spent hours researching this topic. I poured over journals, articles and websites to gain more information about the use of calculators in the classroom. After completing a majority of my research, I wrote an annotated bibliography. We discussed our topics with our classmates, researched even more and finally created an action research paper based on the findings. This 17-page document not only shows the process of my action research, but also my learning.
As I ponder over the definition of learning, I know that I have learned in all of my graduate courses. However, CEP 822 provided a learning experience in which I felt like a student who accomplished a great task. The research in that course provided me with a new experience and helped me question and debate over my own teaching methods. I was stretched as a teacher and renewed as a student.
Lead: [leed]
–verb
1. to go before or with; to show the way; conduct or escort
2. to influence or induce; cause
In the last two years while working on my graduate degree, I gained a lot of knowledge. However, I also learned new abilities. I have become more confident in my ability to lead my students as well as my colleagues. One course that particularly helped me with my leadership skills was CEP 815: Technology and Leadership. Professor Nick Sheltrown led us in great discussions of technology, education and the future of the traditional classroom.
In CEP 815, I was introduced to TPACK for the first time. TPACK is a framework that focuses on the relationship between technology (TK), pedagogy (PK) and content knowledge (CK). For the first time in my teaching, I realized how content, pedagogy and technology all blend together to create an ideal learning environment. Using this model, I was able to assess my own teaching. I asked my self many questions during this course. Where am I weak in this TPACK model? What types of teaching strategies align with technology? How will the classroom change in the next 5, 10 or 20 years? How can I help my colleagues and students implement more technology?
One of the great parts of this class was the numerous technology and leadership articles we read. Professor Sheltrown used articles from Harvard Business School. These articles were not solely focused on education, but instead the qualities of good leadership. I loved the fact that leadership is so applicable in all career fields.
As I finish this graduate program at Michigan State, I can see the numerous leadership opportunities that lie before me. I have been asked to join the leadership team at our school this last year. I have become a facilitator for a small group of teachers to discuss pedagogy and assessment. We meet each month in hopes to improve instruction and learn from one another. This fall, I am excited to lead a few sessions during our professional development. I will be discussing technology in the classroom as well as specific protocols to use.
After two years of hard work, I now have the ability to influence and help lead others. This program has afforded me this opportunity. I look forwarding to continue to learn and lead for many years to come.
In CEP 815, I was introduced to TPACK for the first time. TPACK is a framework that focuses on the relationship between technology (TK), pedagogy (PK) and content knowledge (CK). For the first time in my teaching, I realized how content, pedagogy and technology all blend together to create an ideal learning environment. Using this model, I was able to assess my own teaching. I asked my self many questions during this course. Where am I weak in this TPACK model? What types of teaching strategies align with technology? How will the classroom change in the next 5, 10 or 20 years? How can I help my colleagues and students implement more technology?
One of the great parts of this class was the numerous technology and leadership articles we read. Professor Sheltrown used articles from Harvard Business School. These articles were not solely focused on education, but instead the qualities of good leadership. I loved the fact that leadership is so applicable in all career fields.
As I finish this graduate program at Michigan State, I can see the numerous leadership opportunities that lie before me. I have been asked to join the leadership team at our school this last year. I have become a facilitator for a small group of teachers to discuss pedagogy and assessment. We meet each month in hopes to improve instruction and learn from one another. This fall, I am excited to lead a few sessions during our professional development. I will be discussing technology in the classroom as well as specific protocols to use.
After two years of hard work, I now have the ability to influence and help lead others. This program has afforded me this opportunity. I look forwarding to continue to learn and lead for many years to come.
Illuminate: [ih-loo-muh-neyt]
–verb
1. to supply or brighten with light; light up
2. to make lucid or clear
Wordle Example from TE 831
Illuminate is an interesting word to use when describing a graduate program. However, after looking at the definition above, it only seems suitable to describe my last two years. I have been illuminated. A new light for learning has been lit and now I want to take that light and brighten my own classroom. I love visualizing students being “illuminated” in the classroom. As an educator, this really is my goal. I want to instill in my students a love of learning, a love of illumination.
Many graduate classes have brightened my ideas and understanding of teaching. However, one course particular not only helped illuminate my education, but also allowed me to see vivid and relevant work that will affect my students. In TE 831: Teaching School Subject Matter with Technology, Erik Byker led our class with a great amount of enthusiasm. Each week, we were introduced to new technologies with a plethora of ideas. The great part of this class was the relevance to our teaching each and every day. New technologies were introduced and then we were assigned to actually create and implement the technology. I came out of this class with so many great ideas to use with my own students. From Glogsters to Voicethread, Edmodo to Google Forms, I am anticipating this next school year to implement all of these wonderful technological tools.
One of the main issues that was focused on in this course was the use of technology in the classroom. As educators, we must remember that technology can be a wonderful tool to use in the classroom; however, it is not the answer to better instruction. Instead, it is how we use and repurpose the use of technology that can be beneficial for our students. TE 831 continually emphasized this important fact during the class. As educators, it is important not to use technology for the sake of using it. Instead, when implementing technology, we should constantly revisit how the technology fits in with the educator’s pedagogy and content and how it can better student understanding.
Many graduate classes have brightened my ideas and understanding of teaching. However, one course particular not only helped illuminate my education, but also allowed me to see vivid and relevant work that will affect my students. In TE 831: Teaching School Subject Matter with Technology, Erik Byker led our class with a great amount of enthusiasm. Each week, we were introduced to new technologies with a plethora of ideas. The great part of this class was the relevance to our teaching each and every day. New technologies were introduced and then we were assigned to actually create and implement the technology. I came out of this class with so many great ideas to use with my own students. From Glogsters to Voicethread, Edmodo to Google Forms, I am anticipating this next school year to implement all of these wonderful technological tools.
One of the main issues that was focused on in this course was the use of technology in the classroom. As educators, we must remember that technology can be a wonderful tool to use in the classroom; however, it is not the answer to better instruction. Instead, it is how we use and repurpose the use of technology that can be beneficial for our students. TE 831 continually emphasized this important fact during the class. As educators, it is important not to use technology for the sake of using it. Instead, when implementing technology, we should constantly revisit how the technology fits in with the educator’s pedagogy and content and how it can better student understanding.
Moving forward...
Bertolt Brecht
Learn. Lead. Illuminate. I hope these actions continue with me as I move on in the education field. During the past two years, I have received a better understanding of learning, leading and illuminating. I am fortunate to leave this university with new ideas, knowledge and relevant applications.
I walk away from this experience with more than a Masters in Educational Technology. I have grown as a teacher, as a student and as a professional. I have learned new technologies and strategies to implement in the classroom. But more importantly, I have learned about change and how to adapt to change. German poet, Bertolt Brecht said, “Because things are the way they are, things will not stay the way they are.” It is inevitable that change will happen. Our education system will change in the years to come. With the new advances of technology, we must adapt in order to educate our students in the best possible scenario. If we are not changing, then we are not learning, and that is a disservice to our students.
Sir Ken Robinson speaks about the change or shift we need to make in education. He is one of the most brilliant and engaging educational speakers. In his video on changing educational paradigms, Robinson explains that the world is so different then it was 100, 50 or even 25 years ago. Due to this fact, we need to change our educational system to meet the future. There needs to be a purpose and reason for students to be educated and in their education, they should be learning relevant material that will affect their everyday lives. Many of my Michigan State University professors shared this video with me. In fact, I have probably watched this video at least ten times and each time I take something new away. Changes will happen each and every day. For this reason alone, it is important to accept and allow change. I know that I hope to keep learning, keep leading and continuing to illuminate.
I walk away from this experience with more than a Masters in Educational Technology. I have grown as a teacher, as a student and as a professional. I have learned new technologies and strategies to implement in the classroom. But more importantly, I have learned about change and how to adapt to change. German poet, Bertolt Brecht said, “Because things are the way they are, things will not stay the way they are.” It is inevitable that change will happen. Our education system will change in the years to come. With the new advances of technology, we must adapt in order to educate our students in the best possible scenario. If we are not changing, then we are not learning, and that is a disservice to our students.
Sir Ken Robinson speaks about the change or shift we need to make in education. He is one of the most brilliant and engaging educational speakers. In his video on changing educational paradigms, Robinson explains that the world is so different then it was 100, 50 or even 25 years ago. Due to this fact, we need to change our educational system to meet the future. There needs to be a purpose and reason for students to be educated and in their education, they should be learning relevant material that will affect their everyday lives. Many of my Michigan State University professors shared this video with me. In fact, I have probably watched this video at least ten times and each time I take something new away. Changes will happen each and every day. For this reason alone, it is important to accept and allow change. I know that I hope to keep learning, keep leading and continuing to illuminate.
Works Cited:
Dictionary definitions retrieved from www.dictionary.com on July 11, 2011.
Bertolt Brecht picture retrieved from http://upload.wikimedia.org/wikipedia/commons/thumb/7/73/Bertolt-Brecht.jpg/225px-Bertolt-Brecht.jpg