Back in high school, I had no idea what I wanted to do when I “grew up”. There were so many options. How did anyone pick just one thing? I took an interest inventory that told me I should be an optometrist. I went off to the University of Calgary and registered for everything that would allow me to apply to the Optometry program at Waterloo. I loved the biology, enjoyed the chemistry, made it through the calculus, and realized part-way through my first year that I had no idea what an optometrist did all day. I didn’t even wear glasses! I talked an optometrist into letting me shadow him for an afternoon. It was mind-numbingly boring, until an older gentleman came in complaining of “blind spots” in his vision. The optometrist diagnosed macular degeneration, and said there was very little to be done. I no longer wanted to be an optometrist.
I continued to love science, and technology was a natural fit. I’d always enjoyed seeing the world through fresh eyes when I had a chance to babysit or play with younger cousins and siblings. I finished my biology degree and realized that I wanted to share that sense of “wow” with children having experiences for the first time. Teaching can never be described as boring and very rarely do problems come up with unavoidably negative outcomes. There is always something that can be done to improve a situation.
Pretty much since I finished my teaching degree, I have taken some sort of course either for fun or to directly improve my ability to share “wow”. I’ve taken quite a few photography classes, marketing, and more recently, a ten-course web design certificate. When working on projects, I’ve dipped into online courses through Lynda.com and Code Academy. For myself, a face-to-face course seems to be the best way to learn the basics of a discipline, and then I learn more as needed for whatever project I happen to be working on – a true constructivist at heart! I’ve run my own web development company for the last few years, and currently teach Grade 4. This year, a CT position landed in my lap as I was spending more and more time solving tech puzzles in my building. I am now getting paid for something I was doing anyway and loving it.
So what next? How does all this fit with the MET program at UBC and, more specifically, ETEC 565A? I think over the next couple of years, I’ll probably transition into administration. I love working with children directly, but I’ve also really enjoyed mentoring other teachers as they integrate technology into their practice. Knowing that I’m down the hall when they have trouble has given them a little more courage to try scary things, I hope.
In 2008, Tondeur et al. pointed out that “successful ICT integration is clearly related to actions taken at the school level, such as the development of an ICT plan, ICT support, and ICT training” (Tondeur et al. 2008). Not only do teachers need professional development sessions where they are shown the possibilities of new technologies, but there is also a need for “perception of internal ICT support” before they will feel confident in attempting use of new technologies within their own professional practice. I can provide the “wow” sessions where teachers see what’s possible, but I also need to be the go-to person when they’re having trouble. The MET program has provided a firm basis for this already.
Currently, my district is implementing Google Classrooms. On Tuesday last week, I attended the first of four leadership sessions as this initiative is rolled out. I already use many of the tools in the Google Suite, and I see that the Google Classroom is a nice way to tie everything together. Is this enough for me to jump in feet-first, use it with my own class, and tout it as a wonderful solution to other teachers? I am conscious of the fact that as someone new to any sort of “leadership” role, my reputation is somewhat at stake. I liked the Bates & Poole quote from our course. “Teachers or educational administrators making decisions about educational technology should have some theoretical model or framework that guides the choice of media and technology. If not, they will be constantly driven by the latest technology development, whether or not they are appropriate.” I am hesitant to give support to a new initiative at the moment without sound reasoning behind it. I think ETEC 565A will help with this.
References:
Bates, A. W., & Poole, G. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.
CSSD Educational Technology consultants (2017). Google Classroom Quick Start Guide. Retrieved from https://drive.google.com/file/d/0B4jt88n3-WdQdGZUczktSHAxbjQ/view
Tondeur, J., Van Keer, H., van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & Education, 51(1), 212-223.