Prior to mizzou
I will never forget the excitement and fear I felt when I opened up my mailbox to find a letter from the University of Missouri admissions office in the spring of 2011. Months earlier, I had submitted my credentials in hopes of being accepted to this university, and the Technology in Schools (TiS) program. The University of Missouri was the only graduate school that I had applied to because I found it to be such a great fit for what I was seeking out, and what I felt that I needed in my continual education.
I was initially drawn to the program for the delivery and the in depth, meaningful curriculum. During the time when I applied to graduate school, I was moving throughout the Midwest because of my husband’s job. Due to the fact that our residency in varying cities was unknown, enrolling in a traditional classroom setting seemed unfeasible at the time.
As I began to research graduate school programs, I was continually drawn to the Technology in Schools program through the University of Missouri. Since graduating with my undergraduate degree in elementary education in 2010, I began to notice and observe the continual presence and push of technology into classrooms. I knew what I wanted to become, and what I didn’t want to become as a teacher. I knew I wanted to become a cutting edge teacher, who was not afraid to implement new techniques and pieces of technology into my classroom. I didn’t want to stray away from technology because I didn’t understand it. While I felt capable with using technology, I felt like there was much more that I could learn and incorporate into my classrooms. I soon learned that there was much more to learn when I began to start my courses through the University of Missouri.
I was initially drawn to the program for the delivery and the in depth, meaningful curriculum. During the time when I applied to graduate school, I was moving throughout the Midwest because of my husband’s job. Due to the fact that our residency in varying cities was unknown, enrolling in a traditional classroom setting seemed unfeasible at the time.
As I began to research graduate school programs, I was continually drawn to the Technology in Schools program through the University of Missouri. Since graduating with my undergraduate degree in elementary education in 2010, I began to notice and observe the continual presence and push of technology into classrooms. I knew what I wanted to become, and what I didn’t want to become as a teacher. I knew I wanted to become a cutting edge teacher, who was not afraid to implement new techniques and pieces of technology into my classroom. I didn’t want to stray away from technology because I didn’t understand it. While I felt capable with using technology, I felt like there was much more that I could learn and incorporate into my classrooms. I soon learned that there was much more to learn when I began to start my courses through the University of Missouri.
learning experiences
The Technology in Schools (TiS) program has had significant benefits to me as both a student, and a teacher. As I have progressed through my coursework, I have found myself to be in an opportune and unique role – one of which I am doing the learning, and the other becoming the one who will be implementing it as a teacher. In this spectrum of learning, I found it highly beneficial to participate and play both roles.
In participating in both roles, that of a student and of a teacher, I feel as though I have a more insightful and meaningful outlook on a piece that I was asked to reflect upon early on in my coursework. My classmates and I were asked to reflect if we were learning from or learning with the provided technology. At a quick glance, I thought this would be easy to answer! However, when I began to grapple with the idea, I found myself reflecting upon it more – both as a graduate student completing all of my courses online, and that of a teacher who teaches face-to-face daily. As my coursework and first full year of teaching evolved, I justifiably recognized a difference and a yearning to provide meaningful experiences learning with technology, not always from technology.
In participating in both roles, that of a student and of a teacher, I feel as though I have a more insightful and meaningful outlook on a piece that I was asked to reflect upon early on in my coursework. My classmates and I were asked to reflect if we were learning from or learning with the provided technology. At a quick glance, I thought this would be easy to answer! However, when I began to grapple with the idea, I found myself reflecting upon it more – both as a graduate student completing all of my courses online, and that of a teacher who teaches face-to-face daily. As my coursework and first full year of teaching evolved, I justifiably recognized a difference and a yearning to provide meaningful experiences learning with technology, not always from technology.
LEARNING EXPERIENCES: ARTIFACTS
Introduction to Digital Media
Artifact: Introduction to Digital Media Final Project: Digital Media Website Portfolio
A significant impact that my degree has had upon my students is the creation of digital media for classroom use. Prior to attending Mizzou, my knowledge of digital media was limited. I was familiar with programs and applications, but did not have the knowledge to create meaningful digital media to implement in my classroom. Throughout my courses, I have gained the knowledge of how to create and use digital media. Specifically during the course Introduction to Digital Media (ISLT 7361) with Dr. Howland, I began to learn more in depth the types of available digital media, and how to create meaningful resources for my classroom. In this particular course, I continued to learn how to create a website using XHTML coding, utilize iMovie, edit musical selections in Audacity, and modify photos in Adobe Photoshop. Now that I have the confidence and knowledge to create digital media, I have been able to implement it with my students and utilize my knowledge with fellow coworkers. The information that I learned about digital media in my time at Mizzou will continue to assist me in creating meaningful pieces of work to share with my students and coworkers.
Instructional System Design
Artifact: Instructional System Design Final Project: Blogging 101
Prior to beginning my program of study, I had never considered the details, consideration, and planning that had taken place when creating building and district professional development. Truthfully, I had taken the hard work and careful thinking of others for granted. The things that I had taken for granted are critical aspects of planning a successful workshop or professional development opportunity. In the course Instructional System Design (ISLT 9471) with Dr. Fitzgerald, the importance of paying particular attention to detail was reiterated in our group project in which we designed an instructional system about blogging. Although this was an introductory course (the one that was created), there were many aspects of it. This project consisted of identifying and creating learning objectives and outcomes, needs assessments, task analysis, evaluations, implementation of the plan, and instructor materials. This project was divided and constructed of a group of team members, in which Google Docs was utilized for the majority of the project's construction and communication. As a result of realizing how intensive planning for professional development truly was, I was prompted to sign up to become a member of my school's Building Leadership Team (B.L.T.). The goal of this committee is to assist in contributing to our school's climate and professional development throughout the school year.
Technology Leadership in Schools
Artifact: Technology Leadership in Schools: Staff Development & Training Plan - Brainchild Kineo Tablets
When I was an undergraduate at Missouri State University, a reoccurring emphasis was placed on the fact that no two learners are alike. Each student will learn in a different manner. I frequently thought about this idea as I began my graduate classes at Mizzou. I began my graduate degree in hopes of finding ways to supplement curriculum and instruct students with the usage of technology. I had realized that no two learners do learn in the same manner - and I wanted to find out more ways that they could learn. It became apparent to me, too, that the success of technology, especially, would be dependent on the confidence of the teacher. In the course Technology Leadership in Schools (ISLT 7366) with Dr. Caplow, I learned how to carefully analyze potential technological products. This course reiterated the fact that effective implementation of a device is key for success. Without taking the proper steps, a product many not be as successful. For this course, I carefully analyzed tablets that would best fit the needs of 2nd Grade students. When I began this project,
numerous classrooms throughout the United States were choosing to provide iPads to their students. After extensive research, analyzing of available products, and reflection, I was able to select the tablet that I believed would be the best fit for my classroom - a Brainchild Kineo Tablet. In order to ensure that this product was successful, I constructed an in depth training plan to assist with a smooth transition to using these in a 2nd Grade classroom.
Artifact: Introduction to Digital Media Final Project: Digital Media Website Portfolio
A significant impact that my degree has had upon my students is the creation of digital media for classroom use. Prior to attending Mizzou, my knowledge of digital media was limited. I was familiar with programs and applications, but did not have the knowledge to create meaningful digital media to implement in my classroom. Throughout my courses, I have gained the knowledge of how to create and use digital media. Specifically during the course Introduction to Digital Media (ISLT 7361) with Dr. Howland, I began to learn more in depth the types of available digital media, and how to create meaningful resources for my classroom. In this particular course, I continued to learn how to create a website using XHTML coding, utilize iMovie, edit musical selections in Audacity, and modify photos in Adobe Photoshop. Now that I have the confidence and knowledge to create digital media, I have been able to implement it with my students and utilize my knowledge with fellow coworkers. The information that I learned about digital media in my time at Mizzou will continue to assist me in creating meaningful pieces of work to share with my students and coworkers.
Instructional System Design
Artifact: Instructional System Design Final Project: Blogging 101
Prior to beginning my program of study, I had never considered the details, consideration, and planning that had taken place when creating building and district professional development. Truthfully, I had taken the hard work and careful thinking of others for granted. The things that I had taken for granted are critical aspects of planning a successful workshop or professional development opportunity. In the course Instructional System Design (ISLT 9471) with Dr. Fitzgerald, the importance of paying particular attention to detail was reiterated in our group project in which we designed an instructional system about blogging. Although this was an introductory course (the one that was created), there were many aspects of it. This project consisted of identifying and creating learning objectives and outcomes, needs assessments, task analysis, evaluations, implementation of the plan, and instructor materials. This project was divided and constructed of a group of team members, in which Google Docs was utilized for the majority of the project's construction and communication. As a result of realizing how intensive planning for professional development truly was, I was prompted to sign up to become a member of my school's Building Leadership Team (B.L.T.). The goal of this committee is to assist in contributing to our school's climate and professional development throughout the school year.
Technology Leadership in Schools
Artifact: Technology Leadership in Schools: Staff Development & Training Plan - Brainchild Kineo Tablets
When I was an undergraduate at Missouri State University, a reoccurring emphasis was placed on the fact that no two learners are alike. Each student will learn in a different manner. I frequently thought about this idea as I began my graduate classes at Mizzou. I began my graduate degree in hopes of finding ways to supplement curriculum and instruct students with the usage of technology. I had realized that no two learners do learn in the same manner - and I wanted to find out more ways that they could learn. It became apparent to me, too, that the success of technology, especially, would be dependent on the confidence of the teacher. In the course Technology Leadership in Schools (ISLT 7366) with Dr. Caplow, I learned how to carefully analyze potential technological products. This course reiterated the fact that effective implementation of a device is key for success. Without taking the proper steps, a product many not be as successful. For this course, I carefully analyzed tablets that would best fit the needs of 2nd Grade students. When I began this project,
numerous classrooms throughout the United States were choosing to provide iPads to their students. After extensive research, analyzing of available products, and reflection, I was able to select the tablet that I believed would be the best fit for my classroom - a Brainchild Kineo Tablet. In order to ensure that this product was successful, I constructed an in depth training plan to assist with a smooth transition to using these in a 2nd Grade classroom.
Master in Information Science & Learning Technologies
Focus in Technology in Schools
Through this degree program, I have gained the skills and confidence required to implement technology into my classroom, and provide meaningful opportunities for my elementary students to learn with technology. By providing opportunities to my students to use technology, I feel as though I am preparing my students for their future - one in which technology will continue to change and enhance aspects of their lives. In my school community, I have become a person who is a source of knowledge for those who have questions, or need clarification, in utilizing technology, or creating presentations to be shown at school assemblies, and staff meetings. Lastly, as an immediate result of my education through my degree program, I was awarded a SMART Board for my classroom. I was able to successfully utilize my knowledge and explain the skills that I had been learning, to construct an essay explaining why I would be an ideal candidate to have a SMART Board in my classroom when one was provided by a local grocery store to our school.
I predict that this degree will continue to provide endless opportunities for me - both personally and professionally throughout my career as an elementary teacher.
I predict that this degree will continue to provide endless opportunities for me - both personally and professionally throughout my career as an elementary teacher.