When I started my educational journey with Michigan State University, my main goal was to be admitted into the Masters of Arts in Educational Technology program, learn how to integrate technology into my elementary classroom, and move up on my district's pay scale. Once I was admitted, I began to enjoy learning in a college setting where classes provided stimulation and new learning experiences. I turned my focus to learning everything I could while taking classes and using this information to determine ways to integrate technology in my classroom.
My district had 1-1 technology, a 3-D printer, robots, iPads and Go-Pros when I started taking courses and I thought that I was on a great path to integrating technology in my classroom. The students were able to take assessments on the computer or iPad, read texts, practice math fluency on XtraMath, and play educational games. We used the 3-D printer to print holiday ornaments and the Go-Pros to take action shots. Does that mean I was incorporating technology successfully? As I progressed through my education, I realized that just being able to say, “I integrate technology into my classroom,” isn’t the best practice. I needed to do something beyond using technology. Through the MAET program, I was introduced to TPACK (Technology, Pedagogy, and Content Knowledge). A very basic definition of TPACK is making sure any technology you use in a classroom connects to what you are teaching and aids the students' learning experience. I was also introduced to the many ways I could incorporate this into my courses.
I am very proud of the lessons that were created using the MAET program. I learned to use a 3D printer and micro:bit to teach students how to code while working on fluency. I created a lesson plan to introduce block-based coding on Scratch. Through the process of learning to use scratch, students designed a book report to share with their peers. In addition to these lessons, students learned about Computational Thinking through a ‘How to Brush your Teeth’ writing assignment. These lessons are just some examples of the lessons that were created at MSU.
Now that I am almost done with my master’s degree, I feel I have more learning goals than I did at the beginning of the program. I still want to integrate more technology in the classroom but I believe “my eyes were opened” to many more technologies and what Educational Technology means. I have changed many practices in the classroom and also taken a step back from using technology for every lesson. I realized that technology is much more than sticking a computer in front of a student. In the future, I’d love to be a part of my district's educational technology team and create ways to use TPACK in the classroom. But prior to that, I’d like to continue creating stellar lesson plans to make the best use of technology in educating young students.