Back in high school, I had no idea what I wanted to do when I \u201cgrew up\u201d.\u00a0 There were so many options.\u00a0 How did anyone pick just one thing?\u00a0 I took an interest inventory that told me I should be an optometrist.\u00a0 I went off to the University of Calgary and registered for everything that would allow me to apply to the Optometry program at Waterloo.\u00a0 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.\u00a0 I didn\u2019t even wear glasses!\u00a0 I talked an optometrist into letting me shadow him for an afternoon.\u00a0 It was mind-numbingly boring, until an older gentleman came in complaining of \u201cblind spots\u201d in his vision.\u00a0 The optometrist diagnosed macular degeneration, and said there was very little to be done.\u00a0 I no longer wanted to be an optometrist.<\/p>\n
I continued to love science, and technology was a natural fit.\u00a0 I\u2019d always enjoyed seeing the world through fresh eyes when I had a chance to babysit or play with younger cousins and siblings.\u00a0 I finished my biology degree and realized that I wanted to share that sense of \u201cwow\u201d with children having experiences for the first time.\u00a0 Teaching can never be described as boring and very rarely do problems come up with unavoidably negative outcomes.\u00a0 There is always something that can be done to improve a situation.<\/p>\n
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 \u201cwow\u201d.\u00a0 I\u2019ve taken quite a few photography classes, marketing, and more recently, a ten-course web design certificate.\u00a0 When working on projects, I\u2019ve dipped into online courses through Lynda.com and Code Academy.\u00a0 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 \u2013 a true constructivist at heart!\u00a0 I\u2019ve run my own web development company for the last few years, and currently teach Grade 4.\u00a0 This year, a CT position landed in my lap as I was spending more and more time solving tech puzzles in my building.\u00a0 I am now getting paid for something I was doing anyway and loving it.<\/p>\n
So what next?\u00a0 How does all this fit with the MET program at UBC and, more specifically, ETEC 565A?\u00a0 I think over the next couple of years, I\u2019ll probably transition into administration.\u00a0 I love working with children directly, but I\u2019ve also really enjoyed mentoring other teachers as they integrate technology into their practice.\u00a0 Knowing that I\u2019m down the hall when they have trouble has given them a little more courage to try scary things, I hope.<\/p>\n
In 2008, Tondeur et al. pointed out that \u201csuccessful 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\u201d (Tondeur et al. 2008).\u00a0 Not only do teachers need professional development sessions where they are shown the possibilities of new technologies, but there is also a need for \u201cperception of internal ICT support\u201d before they will feel confident in attempting use of new technologies within their own professional practice.\u00a0 I can provide the \u201cwow\u201d sessions where teachers see what\u2019s possible, but I also need to be the go-to person when they\u2019re having trouble.\u00a0 The MET program has provided a firm basis for this already.<\/p>\n
Currently, my district is implementing Google Classrooms.\u00a0 On Tuesday last week, I attended the first of four leadership sessions as this initiative is rolled out.\u00a0 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.\u00a0 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?\u00a0 I am conscious of the fact that as someone new to any sort of \u201cleadership\u201d role, my reputation is somewhat at stake.\u00a0 I liked the Bates & Poole quote from our course.\u00a0 \u201cTeachers 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.\u201d\u00a0 I am hesitant to give support to a new initiative at the moment without sound reasoning behind it.\u00a0 I think ETEC 565A will help with this.<\/p>\n
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References:<\/p>\n
Bates, A. W., & Poole, G. (2003).\u00a0Effective Teaching with Technology in Higher Education: Foundations for Success. Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256.<\/p>\n