Goal Reflection Essay: From "What" to "How"
When I first set out to start the Master of Arts in Education Technology (MAET) program, I was eager to learn more about technology integration in the elementary classroom. I had just been accepted to the Next Generation classroom program in my district, and learned that I would have 1:1 iPads in my classroom and the opportunity to use technology every day to enhance the learning opportunities in my classroom. At the time, I thought the level of success of a "next generation" classroom was determined by the amount of technology available in the space, and the number of apps/programs students could effectively utilize. I was excited to see student engagement increase, teacher work efficiency increase, and students' learning deepen. I thought technology was the door-opener in that sense. Ultimately, my goals at the start of the MAET program were to learn different apps and programs I could use with students, and acquire strategies to utilize technology in my classroom.
As I look back now, in the final semester of my graduate program, I realize that my goals now aren't to simply learn to use apps or programs, but rather to learn the philosophies and mindsets I want to take on in terms of technology integration, and those I want to instill in my students. I want to always strive to integrate technology, both meaningfully and purposefully, in the classroom for the intent of preparing future-ready learners with the skills necessary to succeed in the workplace and global community. The tools are one part, but the process and mindset shift really are the more important pieces. While the tools help in achieving goals, they are just a means to an end, and students must be taught to use them effectively, and to critically analyze which tools are needed in which contexts. Thus, I would say that today, my goals are primarily to acquire strategies to evaluate technology tools (or learning tools in general) for their effectiveness, and learn ways I can incorporate different tools to sculpt a comprehensive learning experience for my students.
I think my goals have changed slightly within the last two and a half years, in part because of the education I have received and leadership positions I have been placed in within my district and community. I have gotten the opportunity to be at the forefront of the Project Based Learning initiative at my school, see the beginnings of a makerspace in my building, and be part of the revisions process of our district learner profile and development of a list of success skills graduates will need to succeed in the workplace. I am also mentoring new teachers and helping them acclimate to our ever-changing, forward-thinking, yet growth-fostering district culture. I think the combination of these factors, paired with the coursework in my master's program that challenged my thinking, allowed me to reframe my understanding of a "21st century classroom," and realize that the "how," as opposed to the "what," is truly the backbone of a future-ready program. My goals have shifted from simply integrating technology tools into learning programs, to evaluating and selecting tools critically to create dynamic learning experiences for students. I hope to also coach colleagues in this new type of thinking, and be an advocate to families and community members.
When I first set out to start the Master of Arts in Education Technology (MAET) program, I was eager to learn more about technology integration in the elementary classroom. I had just been accepted to the Next Generation classroom program in my district, and learned that I would have 1:1 iPads in my classroom and the opportunity to use technology every day to enhance the learning opportunities in my classroom. At the time, I thought the level of success of a "next generation" classroom was determined by the amount of technology available in the space, and the number of apps/programs students could effectively utilize. I was excited to see student engagement increase, teacher work efficiency increase, and students' learning deepen. I thought technology was the door-opener in that sense. Ultimately, my goals at the start of the MAET program were to learn different apps and programs I could use with students, and acquire strategies to utilize technology in my classroom.
As I look back now, in the final semester of my graduate program, I realize that my goals now aren't to simply learn to use apps or programs, but rather to learn the philosophies and mindsets I want to take on in terms of technology integration, and those I want to instill in my students. I want to always strive to integrate technology, both meaningfully and purposefully, in the classroom for the intent of preparing future-ready learners with the skills necessary to succeed in the workplace and global community. The tools are one part, but the process and mindset shift really are the more important pieces. While the tools help in achieving goals, they are just a means to an end, and students must be taught to use them effectively, and to critically analyze which tools are needed in which contexts. Thus, I would say that today, my goals are primarily to acquire strategies to evaluate technology tools (or learning tools in general) for their effectiveness, and learn ways I can incorporate different tools to sculpt a comprehensive learning experience for my students.
I think my goals have changed slightly within the last two and a half years, in part because of the education I have received and leadership positions I have been placed in within my district and community. I have gotten the opportunity to be at the forefront of the Project Based Learning initiative at my school, see the beginnings of a makerspace in my building, and be part of the revisions process of our district learner profile and development of a list of success skills graduates will need to succeed in the workplace. I am also mentoring new teachers and helping them acclimate to our ever-changing, forward-thinking, yet growth-fostering district culture. I think the combination of these factors, paired with the coursework in my master's program that challenged my thinking, allowed me to reframe my understanding of a "21st century classroom," and realize that the "how," as opposed to the "what," is truly the backbone of a future-ready program. My goals have shifted from simply integrating technology tools into learning programs, to evaluating and selecting tools critically to create dynamic learning experiences for students. I hope to also coach colleagues in this new type of thinking, and be an advocate to families and community members.