Synthesis Essay: Dare to Dream...

                                                                                              
                                                                                                 The Decision                      
       My commencement ceremony for my Bachelors degree was set for December 2009 and instead of being excited, I could not have been more terrified. I had spent the past three and a half years at BGSU and was scared of what the future would bring. Being in school was my comfort zone and I was not ready to let go of it. I decided to look over the different options available for masters programs in the education field. I couldn’t exactly see myself as a principal, or a college professor so I knew I would have to find an alternative focus. I grew up in Lansing, so I thought I’d look into what programs MSU offered. During a visit home I went to campus and talked with Dr. Wolf. She shared all of the great components and options available within the educational technology program.

        I signed up to begin the certificate courses in January 2010. I was nervous to start graduate courses, as I did not know what to expect. Would it be enjoyable like my undergrad classes, or was I in way over my head? My first class was CEP 810: Teaching for Understanding with Computers with Carolyn McCarthy as my instructor. Carolyn’s enthusiasm and zest for the course was present in everything that she did. She was committed to helping us succeed, but did so in a way that was individualized and worked for me, specifically. Taking this course with Carolyn helped me develop my passion for technology.With her guidance I learned how to create more advanced projects within Microsoft Word and PowerPoint and build off of the basic knowledge I already had with the programs. One of the first projects I completed was a weekly behavior report for my fourth grade students. I was able to import my class list in order to have individualized reports created on the computer instead of having to hand write each one every week. I was able to modify things I already used in a way that would be more time efficient and would utilize technology. In doing so, I realized how easy it would be to start teaching my students how to use these programs. 

        I began by using PowerPoint for some of my math lessons. I would ask students to come up and change the slides, or add notes throughout the lesson.  Over time, I started to assign projects where students had the option of typing their report with Microsoft Word, or creating a basic PowerPoint presentation. So often they are being denied the opportunity to use technology independently because of their age. However, my students proved me wrong- my fourth graders were wonderful at it! They did not have the perfect typing form, or always know where to find all of the functions they needed, but they were learning. Each time we used the computers, they would become more familiar and comfortable with what they were doing and would want to learn more. I am glad I was able to help lay a foundation for them. As they progress through school they will be able to build off of what they have already learned at such a young age. 

        The second course I completed was also eye opening. In CEP 811: Adapting Innovative Technologies to Education I learned about an engaging project that I could use in my classroom. In this course I completed a StAIR- a Stand-Alone Instructional Resource. This is a resource that is created using Microsoft PowerPoint and can be used independently in the classroom. At the time, I was teaching fourth grade science so I based the project on cloud types. I was able to create a resource for my students that would teach them about the three major cloud types. By using PowerPoint I was able to use text as well as photos in order to best help my students identify with the different clouds.

        The final product was a resource that my students could use independently and at their own pace. They begin by choosing a cloud type, learning about it, and then answering questions related to the cloud before moving on to the next type. If students are not feeling comfortable with the material, there is a button that will allow them to go back to the text to re-read, or some sections offer additional information and pictures to help students identify the cloud types. For those that understand, they can move through at a faster pace as long as they are mastering the material, and answering the questions correctly. 

        In the process of completing this project I was switched to sixth grade so I was not able to use it with my students. In my new position, I am now the Title 1 Reading Specialist. Within in this position, I often pull small groups for more direct instruction, in  addition to administering different progress monitoring assessments. I can see how a StAIR would fit in perfectly with this position as it focuses on individual instruction. I aspire to create a variety of StAIRs on the different reading topics I cover. This could include identifying author's purpose, point of view, elements of a story, grammar, and decoding techniques. My students could work at their own pace, and yet we would all reach a common goal. From there, we could continue with our book talks and discussions, and implement the material from the StAIR. I can also see myself utilizing these while progress monitoring. Often, students partake in silent reading until it is their turn. Instead, they could be working on completing a StAIR which will hold their attention more than their book would. I really like how this project caters to individual students in order to help them succeed. It also gives students an opportunity to utilize technology in a fun and easy way. I believe my students would be more willing to participate in reading if I were to incorporated technology.


                                                                                                 The Desire
        Once I completed the certificate coursework, I had a huge desire to complete the Masters program. I was learning so much about different aspects of technology that I could use in my everyday life, as well as in my teaching. I was excited for myself, and for my students so I continued on.

        The course that was most interesting to me during the Masters coursework was CEP 813: Electronic Portfolios for Teaching & Learning. This was an elective I chose to take along with the required courses. Within this course I created an electronic portfolio to showcase my accomplishments and myself. Each week we created a different element that we would combine to create our portfolio. One of the first tasks was to create our header for the site- a way in which we could showcase who we are with an image, or phrase, or design that would be featured at the top of the website. I went through a lot of different options, and in the end decided to create the banner you see at the top of my capstone portfolio. I took all of the letters in my name and displayed them in a way that was artistic, yet clean and professional. I was, and still am, so proud to say I was able to create a personalized logo for myself. After I had my logo in place, and created the overall feel for my website, it was time to start working on the content. Throughout the course I added several elements including my resumé, my teaching philosophy, my classroom and an “about me” section.

        One of the final additions to my portfolio was a page where I could showcase my students’ work. At the time, the sixth grade students and teachers had just come home from a weeklong trip to camp. I wanted to give my students an opportunity to capture their experience with a scrapbook. Instead of creating individual projects, we decided to create one book for our class. The students worked in groups to create different pages for our book through Microsoft PowerPoint. We complied all of the pages and created a slideshow with stories, pictures and video clips from our week at camp. In the end, it was a wonderful way to capture our memories, but it was a huge file and I was having trouble uploading it to my portfolio. I was able to upload the file to play through YouTube, and then included a link to the YouTube video within my portfolio.

        Our camp scrapbook was by far one of my favorite accomplishments throughout my Masters work. I was able to give my students an authentic opportunity to utilize technology in the classroom. We came together as a group and created an outstanding project that helps us cherish our memories from camp. The best part was being able to share this with parents, fellow teachers, and the community by included the link to our scrapbook in our school newsletter. Technology made it so easy for me to connect and share my students’ accomplishments with others! Yet, one of my greatest joys came from the reaction of my students. After the scrapbook was uploaded to YouTube, we sat as a class and viewed our hard work together. They were so excited to see their work show up on YouTube. All of their time and effort was there for everyone to see. Those are the moments that validate my decision to teach and inspire me to do more. Instead of writing a paper, or taking a test, I want to focus on giving my students more authentic assessments. At the end of a science unit, students could easily get into groups and create a slideshow on what they have learned instead of taking a test. With the proper guidelines to follow, they could also create their own webpage that focuses on a certain topic covered in class. From there, we could compile the resources and link them to my classroom website so students and parents alike could visit the site whenever they needed extra support. Incorporating these types of activities into my instruction will provide my students with opportunities to use technology in such a way that it will enhance their learning experience. In addition, it will cater to their desire to use technology, and better prepare them for their future. 


                                                                                                  The Dream
        My electronic portfolio is something I am very proud of, and has inspired me to share what I have learned with others. Since I have been in this Masters program, I have becomes a huge advocate for technology. I have been more outgoing with using technology in my classroom, in my school, and in my personal life. I have adapted many of the skills I have learned within this program so that I could share them with my students and fellow teachers. Learning has become an essential part of who I am, and I am excited to continue to better myself throughout my career. This Masters program has inspired me to set goals for the future. One of the first things I would like to accomplish after completing this program is to create a website for my classroom. I had such a positive experience with my electronic portfolio that I want more. I want to expand on the portfolio I already have, and link on a section for my classroom. A place where parents can look through our showcase to see what their student has been accomplishing in class, or a place where students can come to check in on assignments and upcoming events. I want to build a community space for my classroom that extends beyond the physical classroom.

        My experience with educational technology has been nothing but great. I am appreciative for the experiences I have had, and for what I have learned throughout this program. I have extended my knowledge base, yet I know there is always more to learn. I have a genuine passion for what I do that I know will continue to grow as I dare to dream. I look forward to the future and all of the great things I have yet to achieve.