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Transformation of a Teacher

During my teacher education program at the University of  Michigan-Flint, I've learned educators must have a tool belt for  teaching in order to master their content area.  The tool belt   may consist of skills gained through observing others, self-  directed learning, experiences from the job or gaining additional  certifications. As teachers, we know learning is a continuous  process.

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Even though I'm a math teacher at heart, I feel implementing  technology into my lessons has enhanced my teaching  practices. As my passion for sharing knowledge of technology         

integration grew, I decided to pursue a  Master of Arts in Technology (MAET) degree from Michigan State University. Although I was enthusiastic about sharing my experiences, I was also anxious. My experience with 2.0 technology was limited and I lacked leadership skills. Pursuing a position as a Technology Integration Specialist is one of my goals. As my transformation began to emerge, I truly had unwavering faith in my journey and my learning experience at Michigan State University.

CEP 812: Applying Educational Technology to Issues of Practice

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One course that impacted my approach to evaluate technology as a tool to best support students’ understanding was CEP 812 (Applying Educational Technology to Issues of Practice). Prior to this course, my main focus when selecting interactive games was to ensure the online activities were engaging and supported my lessons. However, I failed to analyze the educational affordances game-based learning activities had to offer. The course also extended my understanding of how to compare similar tools that address the same complex problems

(both technology-based and non-technology-based). When addressing

complex problems in mathematics, there are multiple variables

that I must take into consideration.

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In this course, the problem of practice I chose to address was solving

two-step equations. In the past, I concentrated on whether the

technology displayed the steps, presented a visual representation

and incorporated the rules. I truly was not attentive to the multiple factors

students must consider simultaneously when solving two step equations.

The following factors include:

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  • apply integer rules

  • execute properties of equality

  • understand isolating the variable using inverse operations  

  • recognize zero pairs

  • master the concept of balancing equations

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As middle school students, the above variables can be overwhelming when attempting to solve two-step equations. When I began to compare various modes of online activities that could provide solutions to address the complex problem, I examined the tools from both a student’s and teacher’s perspective. I examined the following questions:

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  • How do I go beyond visual analogies to make relevant connections for my students?

  • How do I connect math manipulatives used in my classroom with interactive tools?

  • How do I reinforce my teaching strategies (i.e. modeling, scaffolding, etc.)?

  • How do I ensure students receive quality feedback?

  • How do I ensure students with Special Needs and students with English as a Second Language will benefit from the interactive tool?

  • Will the online applications support student-centered learning?

 

Creating a checklist of concerns allowed a transparent objective towards finding the appropriate interactive tool that supported students’ learning. Now that I have an understanding of how to merge my pedagogy, teaching strategies and technological activities, I have fine-tuned my process of analyzing and evaluating interactive games that will best support students’ understanding. My students are now less intimidated when learning how to solve two-step equations due to my growth on how to assess the appropriate learning tool. 

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Currently, my problem of practice is addressing students’ excessive absences. Due to traditional practices of my Arabic female students combined with teaching in a remote area, education is extremely low on the priority list. Many of the girls in our school are preparing for marriage immediately after graduating from high school (Cycle 3 School). In the remote area where I teach, traditionally women do not seek out careers after graduation. One of my main goals is to motivate and encourage my students to study outside of school and engage in their own learning process. CEP 812 has influenced my awareness of how to proactively address complex problems in education. In this situation, I am more conscious of the factors that affects students’ attendance and dedicated to finding solutions to address the issues. The prime factors that affects my students’ attendance are traditional holidays and practices. During my first year of teaching in the United Arab Emirates, I evaluated multiple online platforms that would assist in addressing the issues. For my checklist of concerns, not only was it important for students to have access to resources during their absence(s), but it was imperative that the online platform had a translation tool to support ongoing communication between students, parents and myself.

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Edmodo is the educational tool that became the solution to my problem of practice. At the beginning of the year, I created a community of learning and support outside of school. Students understand that Edmodo is part of our learning community. Not only does Edmodo serve as a backup plan when traditional practices interfere with time spent learning in school, but it also provide an engaging extension of our learning environment. CEP 812 has positively influenced my approach to supporting and respecting cultural customs while simultaneously providing an educational technological tool to support students’ engagement in their own learning. I am no longer fixated on students’ physical attendance in the school building. My students and parents are appreciative of my efforts to keep students engaged in learning regardless of their presence in or out the classroom.

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CEP 820: Teaching Students Online

 

Another course that positively affected my teaching practices was CEP 820 (Teaching Students Online). 

This course supported my growing interest in creating a Blended Learning Environment. In this course, I learned the importance of comparing and evaluating Course Management Systems (CMS) in order to meet the needs of my students. I also began to appreciate the interrelationship of my content, teaching practices, and formative assessments. After evaluating multiple Course Management Systems, I concluded CourseSites by Blackboard provided the best online learning experience for my 6th grade Social Studies students.


As I designed my online learning environment in CourseSites, my professor highly recommended I mimic the rituals and routines my students followed on a daily basis. At the time, students were accustomed to the Learning Focus (LF) framework that was applied school-wide. Our LF lesson plan template consisted of the following:

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  • Essential Question

  • Bear time

  • Activating Strategies

  • Learning Strategies

  • Summary

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Since I was introducing my students to a different form of learning, I felt it was a priority to incorporate a sense of familiarity. At the same time, I knew it was crucial to support the schoolwide goal while embedding my own teaching philosophy. Therefore, each lesson within the virtual learning environment included the five LF components previously mentioned.

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As an added bonus, I was introduced to the Universal Design for Learning (UDL) guidelines. The UDL guidelines influenced my understanding and practices of designing lessons for all of my students. The Universal Design for Learning has three main principles which include:

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  • Provide Multiple Means of Representation

  • Provide Multiple Means of Action and Expression

  • Provide Multiple Means of Engagement

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In my opinion, there are many advantages in using the UDL

framework. Personally, the UDL framework helped improve

my awareness of choosing alternatives to auditory & visual

information for my students who speak English as a Second

Language (ESL) and my students with special needs. One

prime example is when I chose an assistive technology tool

for The Rise of Hitler lesson. I recorded myself reading the

passage using Windows’ sound recorder. I felt this option

allowed students choice while still creating a safe learning environment where students feel comfortable about their learning differences. This technological tool also aided in taking attention away from my small read-aloud group since other students wore earphones while watching educational videos relevant to the topic. While using the CMS for this lesson, it help alleviate possible stigma students may experience in the classroom. Other preferred components from the three principles included the following:

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  • Choice & Authenticity

  • Collaboration & Feedback

  • Self assessment & Reflection

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As I continue to use Course Management Systems, I plan to consistently embed the above components from the UDL framework throughout my lessons to promote students learning and engagement.

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Even though CourseSites was previously the CMS of choice, the platform no longer fit my needs when I began teaching overseas. The school-wide goal and student needs were different than my former school. As previously stated, the main goals were addressing students’ excessive absence issues and promoting learning outside of school. As a team, the English Medium Teachers grades 6-9, agreed to use Edmodo as our Blended Learning tool. We acknowledged our consistency across grade level may gain support of parents if we provided one specific tool for students to gain additional resources and support. Also, we did not want to overwhelm our parents with using different Course Management Systems from multiple teachers. Additional advantages of using Edmodo include a translation tool for my Arabic students/parents to promote communication and a secure closed social learning network that adhere to privacy values. CEP 820 has positively influenced my perception and expectation of where students learn. I am confident I have learned to use CMS more effectively.

CEP 813: Electronic Assessment for Teaching and Learning

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One course I'd like to give an honorable mention to is CEP 813 (Electronic Assessment for Teaching and Learning). In my opinion, this course complements CEP 820 (Teaching Students Online). CEP 813 guided me beyond the fundamental theories of assessments by forcing me to reflect and examine my own assessment practices. During my

self-evaluation, my misconceptions of the purpose for formative assessments were exposed. Before this course, I had moved beyond traditional practices of examinations toward authentic assessments such as performance tasks and real life applications. However, most of the assessments were summarizing activities and did not allow for ongoing evaluations which should inform my teaching. 

 

As I struggle to grasp the importance of formative assessments, I was introduced to      Lorrie A Shepard’s article, The Role of Assessment in a  Learning Culture. In Lorrie Shepard’s article, she emphasized the importance of moving assessments toward the middle of teaching instead of the end. This supports McTighe and Wiggins, Understanding by Design concept of “teaching for transfer”; a concept I was

introduced to during my undergraduate program. Lorrie Shepard (2000) explains the correlation between truly understanding a concept and transferring the knowledge to

new situations. Even now, regardless of time constraints, I push myself to embed multiple ongoing assessments throughout my lessons. This has led to more small group instruction, more choice activities within our blended learning environment and constant redesign/modifications of my lessons. I’ve also developed a consistent routine of incorporating student reflection and goal setting activities so my learners can monitor their own progress. I’ve slowly introduced Kahoot as an assessment tool for my current students. Using this tool allow me to informally assess my students understanding in order to adjust my teaching. I’ve used Kahoot within Edmodo to motivate students to study outside of school while simultaneously providing additional opportunities to work toward mastery of skills.Honestly, my efforts to use ongoing assessments to drive instruction is a continuous work in progress of merging my understanding of formative assessments with my teaching practices.

CEP 815: Technology and Leadership

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One course that forced me to step outside of my comfort zone and trust the experts was CEP 815 (Technology and Leadership). This course provided multiple opportunities to explore various technological leadership scenarios and establish action plans that would gain the support of stakeholders. Unbeknownst to me, the process of evolving from vision to reality, managing a team, and influencing change is quite the balancing act.

Although I have very little leadership experience, I appreciate the opportunities to create my own leadership scenarios. First, I  impersonated a technology integration specialist who supports the  implementation of blended learning. However, this is a thorny issue  due to conflicting visions of the purpose for blended learning. In  order to support the implementation of blended learning, I proposed a course of action that merged the school’s vision and pedagogy. Before I could acquire stakeholders’ support, I had to consider the following:

  • Have a clear vision that is supported by research

  • Include explicit steps to carry out my action plan 

  • Remain proactive and realistic about possible challenges when endorsing benefits based on evidence

  • Present evidence of effort and motivation to address issues prior to attempting to gain support

  • Manage distractions 

Admittedly, I do not view myself as a leader. However, I come to understand that people can transform into leaders based on their characteristics and strengths. After reading Seven Transformations of Leadership written by David Rooke and William R. Torbert, I realized where I belong in the grand scheme of leadership. Based on my characteristics and strengths, I relate more to the leader category of “The Expert”. From the definition, an Expert rules by logic and expertise. Although I find comfort in contributing my skills by working independently, my ability to collaborate is equally as effective. Once I recognized my leadership skills are based on my strengths, I gained more confidence in my potential of becoming a Technology Integration Specialist. 

 

As I embraced my potential, I became enthusiastic about developing a Professional Development (PD) session for my next scenario. I honed my energy on Supporting STEM through Virtual Labs for middle school teachers. The learning outcomes consisted of the following:

 

  • Provide teacher with the tools to successfully implement virtual labs within the classroom while supporting the STEM Framework.

 

  • Identify the correlation of virtual labs, content and teacher pedagogy to support student learning.

 

  • Support STEM teachers with creating exemplar lesson plans that identify elements of the TPACK Framework.


 

My goal in this scenario was to assist teachers in using technology as a tool to support their pedagogy, content, and students’ learning. I also incorporated the TPACK graphic organizer as a guide to support teachers’ understanding of each element and sub-element related to student learning outcomes, 21st century skills and individual teaching philosophy. Additionally, teachers were given the opportunity to evaluate various labs through exploration and using a virtual lab checklist inspired by CEP 813 Course Management Assessment Checklist. As I continue to build my PD, I grew more ecstatic about the possibility of sharing my knowledge and skills with fellow colleagues. Even though I am not currently in a leadership position, this course has contributed to my new-found confidence. I have found my voice and I am more persistent in promoting the implementation of educational technology to support students’ learning.

My educational journey through the MAET program at Michigan State University has been challenging, engaging and uplifting. In many cases, I’ve been challenged to step outside of my comfort zone and embrace the learning experiences each course had to offer. I have learned to analyze the educational affordances web 2.0 technologies have to offer, use technology as a tool to enhance my lessons, reflect on my teaching practices and address misconceptions embedded in my practices. 


I am truly grateful for the uniqueness of the MAET program. This program possess the capacity to tailor my learning experiences based on my teaching background, practices and goals. I am genuinely appreciative for the patience and guidance my professors extended. Through their passions, I acquired strength and courage to endure. 
As a result of my experiences, I have an advanced understanding of how to effectively align my pedagogy, school goals and students’ needs within Course management systems and various educational technological tools. Also, I value the extensive opportunity to take advantage of the Practice Based Learning opportunities. The ability to transform theory into practical use has impacted and influenced my teaching practices. My students have benefited from my ability to transfer my learning experiences to their educational experiences. The MAET program has affected my teaching practices because I am now culturally aware of how web 2.0 technologies can influence students learning community and help develop independent learners.


As a life-long learner, I will continue to explore technologies to enhance my lessons, reflect on my learning experiences, reassess my teaching practices and dream big to help bring about change. The Master of Arts in Educational Technology has given me the courage to acknowledge my potential as a leader and do away with underestimating my skill set.  

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