The teacher is the one who gets the most out of the lessons,
and the true teacher is the learner.
~ Elbert Hubbard
Learner to Leader
A thought-provoking essay about my journey through the Master of Arts in Educational Technology program at Michigan State University
by Melanie Broxterman
In 2009, I became a learner, again! I received a SmartBoard for my classroom. I was excited. The students were excited. However, I knew I was not using this tool to its best ability. In 2011, I became a learner, again! I received an iPad to use with my students. Again, the excitement filled the classroom, a little jealousy filled the school; however, I was unaware of the powerful learning tool that was afforded to my classroom. With these tools part of my everyday routine, I knew I needed to learn how to best utilize them as learning tools with my students. As an intervention specialist, I found myself caught between the general education world and the special education world. There were great examples of using technology in the general education classroom. There were great examples of using assistive technologies with the special education classroom. But I couldn’t find substantial information on how using ALL technology could enhance the learning of ALL students. This is when I took the steps to leadership.
My classroom isn’t the most conventional classroom. My students range in age from 5-9 years old. Their abilities are as varied as their personalities. Their experiences are as varied as their learning styles. I knew I needed to become more knowledgeable about technology as well as how to leverage this technology to create the best learning environment for my students. It was a must. I owe it to my students to provide them with the best educational opportunities.
My classroom isn’t the most conventional classroom. My students range in age from 5-9 years old. Their abilities are as varied as their personalities. Their experiences are as varied as their learning styles. I knew I needed to become more knowledgeable about technology as well as how to leverage this technology to create the best learning environment for my students. It was a must. I owe it to my students to provide them with the best educational opportunities.
So in 2011, I began my journey through the Master of Arts in Educational Technology program at Michigan State University. The program was a perfect fit for me! The MAET program fit my needs as a working mom who has a love of learning. It offered highly engaging, classroom relevant assignments that I loved. It reaffirmed my thinking that learning needs to be personal, yet communal as the courses placed value on personal reflection AND working together to create a collective project.
I was immediately taken back with the MAET program during one of my first courses as we explored the principles of Universal Design for Learning (UDL) which is a concept that has been around for a while. UDL reference to creating a learning environment that supports all learners where content is presented in multiple ways, students can express their knowledge in different ways, and student engagement is stimulated through interests. As an intervention specialist, I was aware of UDL and I tried to utilize some of the principles in my classroom. As for general knowledge of UDL, many had know idea of what it was. So imagine my excitement when in CEP 811, Adapting Innovative Technologies in Education, we spent time exploring UDL and creating lessons that would fit with the UDL principles. I was able to really look at my classroom and school to realize that there are so many simple changes that can be made to create an environment that supports UDL.
Another course that stretched my learning was CEP 800, Learning in School and other Settings. This course focused on the preconceptions and misconceptions that students often have about content being taught or from previous experiences. As an educator, I had experienced students’ misunderstandings, especially when working with individuals who process information differently. Yet, nothing could have prepared me for the results of my final project. The final project was to create a podcast showing how students can have misconceptions in learning. I was floored at the result! This concrete example of how two students can attend the same school for over 4 years, sit through the same social studies classes each year, and take the same trip to Washington DC, yet report such different perspectives on the content that they learned was amazed at the many misconceptions! I am not very careful about how and what teach during different themes. I am sure to research and answer some of those ‘if-y’ questions before giving an answer that I don’t know 100%. I am extremely cautious of this with my own kids and we often sit down together to research the answers.
I was immediately taken back with the MAET program during one of my first courses as we explored the principles of Universal Design for Learning (UDL) which is a concept that has been around for a while. UDL reference to creating a learning environment that supports all learners where content is presented in multiple ways, students can express their knowledge in different ways, and student engagement is stimulated through interests. As an intervention specialist, I was aware of UDL and I tried to utilize some of the principles in my classroom. As for general knowledge of UDL, many had know idea of what it was. So imagine my excitement when in CEP 811, Adapting Innovative Technologies in Education, we spent time exploring UDL and creating lessons that would fit with the UDL principles. I was able to really look at my classroom and school to realize that there are so many simple changes that can be made to create an environment that supports UDL.
Another course that stretched my learning was CEP 800, Learning in School and other Settings. This course focused on the preconceptions and misconceptions that students often have about content being taught or from previous experiences. As an educator, I had experienced students’ misunderstandings, especially when working with individuals who process information differently. Yet, nothing could have prepared me for the results of my final project. The final project was to create a podcast showing how students can have misconceptions in learning. I was floored at the result! This concrete example of how two students can attend the same school for over 4 years, sit through the same social studies classes each year, and take the same trip to Washington DC, yet report such different perspectives on the content that they learned was amazed at the many misconceptions! I am not very careful about how and what teach during different themes. I am sure to research and answer some of those ‘if-y’ questions before giving an answer that I don’t know 100%. I am extremely cautious of this with my own kids and we often sit down together to research the answers.
Over the past few years, I have been presented with opportunities to step up and assume a few leadership roles within my school district and community. These roles have focused around the themes of education, technology, special education as well as some combination of the three. So when CEP 815, Technology and Learnership, was my next course, I was eager to explore how I could become a better educational leader. This course required me to look at myself as an educator and a leader. It forced me to view my strengths and weaknesses. It provided time for reflection on what kind of leader I am now and what kind of leader I want to become. Before the MAET program, I never could have envisioned myself as another more than a teacher. Leadership, instructional coaching, or administrative roles were not even a thought in my mind. Technology and Leadership helped me realize that I do have leadership qualities and that I need to leverage these qualities in my leadership positions much more than I currently do. I often keep my opinions quiet or state them so that they are neutral; however, I have come to understand that sometimes it takes all opinions and perspectives to come up with the best decision so I am more open to say my piece. My biggest ‘takeaway’ was that there is a distinction between “managers” and “leaders”. When I used to think of non-teacher positions within education (i.e. principal, instructional coach), I would envision them as managers: keeping and helping teachers stay organized by overseeing their every move. Now I know that education needs leaders: someone to work alongside teachers to create the best environment for student learning.
Now that I am at the conclusion of this technology journey, I can’t go without saying how CEP 813, electronic portfolios, and CEP 816, Capstone, have made me look at myself as a learner and understand the importance of displaying my best work. The focus for CEP 813 was to create a distinction between work and “best work”. I had to really explore and reflect on my personal “best work” as well as “best work” that I have done in the classroom. I quickly recognized that talking about my “best work”, much less displaying it for the world to see, was not an easy task. Yet as educators, we NEED to become better at this. With the recent press about education and the talk of education reform, it is a MUST for educators to show the great things that are happening within the classroom walls. In addition, we NEED to support students in their understanding of creating and displaying best work. We NEED to provide them with application to the really world and access to authentic audiences to provide real life feedback. How powerful for a student to have the experience of someone from another state or another country comment on their work. What motivation to do more! Heck, I was ecstatic when Ian Bean, a well-known educator and technology consultant in the special education circle, started following me on twitter. I couldn’t believe it and, of course, tweeted such to which he responded! He mentioned he followed me because I had interesting things to say. I beamed (inside) for weeks and bragged to many in my special education circle.
Now with CEP 816, I have had to really focus on my personal growth as an educator over the past two years that my professional learning has revolved around the MAET courses and try to put them into words. (Which, might I add has been way harder than I anticipated!) I have touched on various aspects of growth in the essay such as becoming more of an educational leader and looking more closely at how things are taught. I would have to say that CEP 816 has made me more aware of myself as a LEARNER versus myself as an EDUCATOR. I am more aware of how I learn and what I need to learn. Do I like bragging on my accomplishments or classroom successes (other than getting a famous twitter follower)? No, I don’t necessarily LIKE it, but I understand that I need to do it to show that great things are happening in education. I also think of it as bragging. I frame my successes as classroom successes and these classroom success must be shared.
As I think back to Fall of 2011, it really is amazing to think about how the canvas of education has changed. We have added not only various technology devices, but the applications that can be accessed with these devices has erupted. The web is packed full of amazing tools to use and problem/project/inquiry/challenged-based learning have become the norm. In October 2011, I received my first iPad to use with my students. At that time, there were about 500,000 apps with about 140,000 dedicated to just the iPad. Now fast forward to to summer of 2013 when I am writing this essay where last reports I have read are stating 900,000 apps are in the app store with 375,000 native to the iPad. That is incredible. The content. The possibilities!
In addition to the mobile technology, web tools have continued to grow and evolve. When I began this journey, blogspot and wordpress where the big blogging platforms. Delicious and Diigo were the most well known social bookmarking sites. Twitter was around, but I was not ready to explore that avenue. My knowledge of presentation platforms, well, platform was PowerPoint. The growth in web tools has also changed how I create and share. As Will Richardson shares in his book Blogs, Wikis, and Podcasts and Other Powerful Web Tools Classrooms, we are now a “society of authorship” (term by Douglas Rushkoff). Nearly anyone who has something to say, wants to share, and wants to have it published can do so with the web. My classroom blog has been one of my most rewarding activities with my classroom. It is primarily a one-way street, with me providing information; however, I have received some blog comments as well as emails from parents and teachers regarding classroom activities. I have started using Diigo pretty heavily after I was introduced to it for a class. I use this most often when I have a project that relates around a given topic or a theme for a unit in the classroom. It is a great way to keep all my web thoughts organized. Twitter has now been my “go to” social media site. It is amazing the up-to-date news on a variety of topics that you have access to at your fingertips.
In 2012, I decided to jump on the problem-based learning train and try a unit with my students. Several of my fellow MAET students had discussed using this method of instruction with students. I had twitter users blogging about their experiences. However, resources and information about the use of this within a special education setting was minimal. In December 2012, my students searched for the Gingerbread Boy. They searched the school, discussed the pictures that he sent us, and eventually created Gingerbread traps to try and catch the sneaky little boy. The “takeaway” from this was that ALL students enjoy solving a good problem and with a little guidance, some paper, and a whole lot of glue, really cool things can be built!
Now that I am at the conclusion of this technology journey, I can’t go without saying how CEP 813, electronic portfolios, and CEP 816, Capstone, have made me look at myself as a learner and understand the importance of displaying my best work. The focus for CEP 813 was to create a distinction between work and “best work”. I had to really explore and reflect on my personal “best work” as well as “best work” that I have done in the classroom. I quickly recognized that talking about my “best work”, much less displaying it for the world to see, was not an easy task. Yet as educators, we NEED to become better at this. With the recent press about education and the talk of education reform, it is a MUST for educators to show the great things that are happening within the classroom walls. In addition, we NEED to support students in their understanding of creating and displaying best work. We NEED to provide them with application to the really world and access to authentic audiences to provide real life feedback. How powerful for a student to have the experience of someone from another state or another country comment on their work. What motivation to do more! Heck, I was ecstatic when Ian Bean, a well-known educator and technology consultant in the special education circle, started following me on twitter. I couldn’t believe it and, of course, tweeted such to which he responded! He mentioned he followed me because I had interesting things to say. I beamed (inside) for weeks and bragged to many in my special education circle.
Now with CEP 816, I have had to really focus on my personal growth as an educator over the past two years that my professional learning has revolved around the MAET courses and try to put them into words. (Which, might I add has been way harder than I anticipated!) I have touched on various aspects of growth in the essay such as becoming more of an educational leader and looking more closely at how things are taught. I would have to say that CEP 816 has made me more aware of myself as a LEARNER versus myself as an EDUCATOR. I am more aware of how I learn and what I need to learn. Do I like bragging on my accomplishments or classroom successes (other than getting a famous twitter follower)? No, I don’t necessarily LIKE it, but I understand that I need to do it to show that great things are happening in education. I also think of it as bragging. I frame my successes as classroom successes and these classroom success must be shared.
As I think back to Fall of 2011, it really is amazing to think about how the canvas of education has changed. We have added not only various technology devices, but the applications that can be accessed with these devices has erupted. The web is packed full of amazing tools to use and problem/project/inquiry/challenged-based learning have become the norm. In October 2011, I received my first iPad to use with my students. At that time, there were about 500,000 apps with about 140,000 dedicated to just the iPad. Now fast forward to to summer of 2013 when I am writing this essay where last reports I have read are stating 900,000 apps are in the app store with 375,000 native to the iPad. That is incredible. The content. The possibilities!
In addition to the mobile technology, web tools have continued to grow and evolve. When I began this journey, blogspot and wordpress where the big blogging platforms. Delicious and Diigo were the most well known social bookmarking sites. Twitter was around, but I was not ready to explore that avenue. My knowledge of presentation platforms, well, platform was PowerPoint. The growth in web tools has also changed how I create and share. As Will Richardson shares in his book Blogs, Wikis, and Podcasts and Other Powerful Web Tools Classrooms, we are now a “society of authorship” (term by Douglas Rushkoff). Nearly anyone who has something to say, wants to share, and wants to have it published can do so with the web. My classroom blog has been one of my most rewarding activities with my classroom. It is primarily a one-way street, with me providing information; however, I have received some blog comments as well as emails from parents and teachers regarding classroom activities. I have started using Diigo pretty heavily after I was introduced to it for a class. I use this most often when I have a project that relates around a given topic or a theme for a unit in the classroom. It is a great way to keep all my web thoughts organized. Twitter has now been my “go to” social media site. It is amazing the up-to-date news on a variety of topics that you have access to at your fingertips.
In 2012, I decided to jump on the problem-based learning train and try a unit with my students. Several of my fellow MAET students had discussed using this method of instruction with students. I had twitter users blogging about their experiences. However, resources and information about the use of this within a special education setting was minimal. In December 2012, my students searched for the Gingerbread Boy. They searched the school, discussed the pictures that he sent us, and eventually created Gingerbread traps to try and catch the sneaky little boy. The “takeaway” from this was that ALL students enjoy solving a good problem and with a little guidance, some paper, and a whole lot of glue, really cool things can be built!
What does all this mean for education?
For education, it means that the access to appropriate content is endless. It means that some students will not have to rely on ‘special’ technologies and they will be able to actively participate with the use of technologies that are used by all students in every (hopefully) classroom. It means that students can interact and explore globally with students who are like them and have similar abilities. It also mean that students can learn about and explore other cultures. It means that classrooms need to transform into learning environments where everyone is a learner. It means that blogs, podcasts, video response need to become a part of the everyday happenings which will provide better access to curriculum for ALL students.
What does this mean for me?
For me, this means that I can NEVER stop learning. I have to recognize that the education landscape has changed and will continue changing. I must do all I can to stay up with these changes and maybe even a little ahead. I need to do my best to continue my role as a leader while I strive to be a lifelong learner. I owe it to myself. I owe it to my colleagues. Most of all, I owe it to my students.