Flight Path
A successful flight should begin smoothly with speed and altitude rising at a manageable and safe rate while still providing the thrill of being in the air and on a journey. The MET program provides such a flight. I am able, through my coursework, to examine and constantly re-evaluate my classroom practice with respect to both teaching and technology. As a teacher and a learner, I am occasionally fearful of crashing under the pressure and time constraints but, overall, the profile of my flight path is a steadily rising incline plane.
My use of technology in the classroom is limited to time, resources and the level of my students (I teach primary grades). I’ve also spent a good part of my career facilitating and inspiring fellow teachers to integrate technology into their lives and their teaching.
A frequent barrier to integration is the panic that sets in when something goes wrong or is not fully understood (Rogers, 2000). Rather than being the sage expert with my students and peers, I approach technology like a science experiment. We don’t always control the outcomes; we follow known procedures and often employ trial and error. I encourage my students and colleagues to follow their own process and understand that they can’t do any real harm by ‘messing about’ to discover the way.
As a teacher, I model a calm demeanor; allowing for and insisting that students support each other, seeing each other as the ‘experts’ and seeing me as someone who is often playing along and trying something out with them, produces positive results in my classroom. By “developing reciprocity and cooperation” (Chickering & Gamson, 1987), I create an atmosphere more conducive to learning.
I began my teaching career as a computer illiterate and have progressed through several stages of technology adoption: familiarization, utilization, and integration (Rogers, 2000). Through MET I have moved on to reorientation and am now in the final stage: Evolution (Rogers, 2000). In this stage, I am becoming more flexible and able to adjust my use of methods and media to meet the needs of my students. To continue on this path, I require further experience with new media.
I would like to develop my skills with web design and multi-media so that I can meet the needs of my students and provide engaging on-line content and information. To this end, I require practice with html and exposure to web-publishing sites and software. Much web-based content is too text intensive to support young learners and the artistic side of my brain would love to contribute. Related to this is my wish, as a facilitator of technology and a volunteer with a conservation group, to create a space that is accessible by teachers and students to promote learning and interaction with respect to conservation and the local environment (specifically the Boundary Bay marine environment).
I’m looking forward to the journey – although, as with any flight, I have a bit of a knot in my stomach!
References
Anderson, T. (2004). Toward a theory of online learning. Theory and practice of online learning, 2, 33-60. https://www.vista.ubc.ca/webct/urw/lc5116011.tp0/cobaltMainFrame.dowebct
Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the seven principles: Technology as lever. American Association for Higher Education Bulletin, 49(2), 3-6.
http://www.aahea.org/bulletins/articles/sevenprinciples.htm
Rogers, P. (2000). Barriers to adopting emerging technologies in education. Journal of educational computing research, 22(4), 455-472.