Philosophy Statement
As I reflect on my classroom experiences, I can vividly remember the classrooms where I felt a sense of belonging. This sense of belonging was fostered by the teacher and instilled respect among all learners. It was understood we are here to learn, but we are humans first. We will care about one another, we will assume the best about one another, and we will make mistakes together on our journey of learning not only educational content skills, but the important act of human kindness.
Within every teaching experience, my goal is to create a sense of belonging for each student. Attaining a Master of Science in Educational Technology has prepared me to enhance learning experiences. While technology wasn’t a sizeable part of my K-12 education, it is an important aspect of our every day lives and our students are ever evolving to learn well with proper integration. By continuing my education, I have become better equipped for the evolving field as technology continues to advance. Although the MSET coursework has provided me with substantial awareness and application of educational technology, the lasting outcomes include a major shift in my perspective as an educator. Throughout the program, I have become a reflective thinker, risk taker, and ed tech leader. Each of these qualities has shaped my beliefs regarding technology's role in teaching and learning. To begin, John Dewey powerfully stated, "We don't learn from experience. We learn from reflecting on our experience." I encountered this quote during my first semester of the program and it has continued to carry meaning as reflective thinking has become a regular practice throughout my graduate coursework and current teaching. One of the most important lessons I have learned from reflecting on any experience is how I am always a student. Within every aspect of my life I am continuously able to learn from experiences I have and the people I am surrounded by, including each of the students I teach. Additionally, I have been able to foster a reflective mindset with the use of educational technology in the classroom. For example, it can be easy for educators to come across a new tech tool and immediately desire to implement the tool in the classroom. The excitement of bringing something new to the learning environment is great, but it important to consider the relationship between the purpose of the tech tool and the student learning outcome for the given content. Upon evaluating a technology tool, I can determine if its use will transform the student experience instead of merely substituting without a functional change. Second, the MSET program has pushed me to be a risk taker through taking an innovative path within the education field. George Couros defines innovation as "a way of thinking that creates something new and better." Innovation and change within education can often occur with hesitance as it is common to desire to stay in the comfort zone. The MSET program has allowed me to question not only my views towards change, but also my role in helping to shape student experiences. Being a risk taker in education means incorporating something completely new or transforming something that already exists in order to provide experiences to shape young minds who will lead our communities. Additionally, taking risks includes looking for opportunities and exploring new ideas. Through modeling this creativity and curiosity, students are also encouraged to think innovatively. Lastly, throughout my coursework and graduate assistant experience, I have contemplated what it means to be an ed tech leader. Before beginning the MSET program, I recognized that my undergraduate studies provided a sturdy foundation of knowledge and application for tech integration in the classroom. However, I did not see my role as an ed tech leader until I began my graduate assistantship and current position as an educator. I also saw the role of an ed tech leader as the school's computer or technology teacher. My outlooked changed through experiences developing instructional materials, collaborating with various teachers to integrate technology, and ultimately helping to alleviate concern when moving to an e-learning platform due to the global pandemic. I have now found a unique role as an ed tech leader as I am a content teacher with knowledge, experience and understanding of the ed tech environment. With this background, I can empathize with colleagues, create a welcoming and helpful community foundation, and ultimately support educators in transforming student experiences with proper tech integration. |