Goals + Reflection = Knowledge
Reflections offer us the chance to look back and review what has happened in the past. They allow us the time to examine how to better ourselves. Reflections can also allow us the chance to catch a glimpse into the future. Just as light reflecting off of a mirror will brighten a dark hallway, I intent to use my reflection of past goals to brighten my future.
When I initially applied for the Master’s of Educational Technology program, I had a couple of goals to achieve. I wanted to use the information from this program to learn how to better assess technology, and its application in the classroom. I also wanted to utilize the elective courses to build a deeper understanding of what may be used to better serve my district’s needs. These are two of the initial goals I had developed when I applied to the program.
Currently, I work closely with staff and various committees to see the implementation of strategies and techniques that allow the inclusion of technology into the classroom. I have come to realize that my first goal cannot be limited to just “technology.” It has to branch out to encompass the use of better teaching pedagogy and technological knowledge within the staff. In short, an environment where TPACK (Technological Knowledge, Pedagogical Knowledge, and Content Knowledge) flourishes needs to be created (Koehler & Mishra, 2006).
I have found that my second goal has become a bigger, darker area that needs more illumination. In serving as Director of Instructional Technology for the district, I have found there is much I do not know. Technologies that I have used throughout this course, and have become very excited about, have been met with hurdles related to the district’s technological capabilities. In a sense, a better application of this goal would be to say, “How can the information obtained in these classes be best adapted to fit the needs of my district.” While this change is small, it shifts my focus to what can be accomplished with the options currently available to the district. Furthermore, with the passing of a future technology bond, emphasis has to be placed on what new conditions can be created that take advantage of the affordances of new classroom technology and strategies that will enhance a student’s education.
A final goal that I had is the application of the knowledge gathered from this program toward other areas of employment. This goal is still in play, but in a sense, it has been pushed to the shadows. I feel that continuing to work at my current placement provides the skills and experiences I need to build my knowledge in this field. I am able to comfortably practice strategies learned in this course, and scrutinize their outcomes. It is providing valuable experience. As this experience grows, I see this goal eventually coming to light. This experience will provide the illumination I will need to reflect out into the unseen future...acting as a spotlight...looking for the next adventure to begin.
When I initially applied for the Master’s of Educational Technology program, I had a couple of goals to achieve. I wanted to use the information from this program to learn how to better assess technology, and its application in the classroom. I also wanted to utilize the elective courses to build a deeper understanding of what may be used to better serve my district’s needs. These are two of the initial goals I had developed when I applied to the program.
Currently, I work closely with staff and various committees to see the implementation of strategies and techniques that allow the inclusion of technology into the classroom. I have come to realize that my first goal cannot be limited to just “technology.” It has to branch out to encompass the use of better teaching pedagogy and technological knowledge within the staff. In short, an environment where TPACK (Technological Knowledge, Pedagogical Knowledge, and Content Knowledge) flourishes needs to be created (Koehler & Mishra, 2006).
I have found that my second goal has become a bigger, darker area that needs more illumination. In serving as Director of Instructional Technology for the district, I have found there is much I do not know. Technologies that I have used throughout this course, and have become very excited about, have been met with hurdles related to the district’s technological capabilities. In a sense, a better application of this goal would be to say, “How can the information obtained in these classes be best adapted to fit the needs of my district.” While this change is small, it shifts my focus to what can be accomplished with the options currently available to the district. Furthermore, with the passing of a future technology bond, emphasis has to be placed on what new conditions can be created that take advantage of the affordances of new classroom technology and strategies that will enhance a student’s education.
A final goal that I had is the application of the knowledge gathered from this program toward other areas of employment. This goal is still in play, but in a sense, it has been pushed to the shadows. I feel that continuing to work at my current placement provides the skills and experiences I need to build my knowledge in this field. I am able to comfortably practice strategies learned in this course, and scrutinize their outcomes. It is providing valuable experience. As this experience grows, I see this goal eventually coming to light. This experience will provide the illumination I will need to reflect out into the unseen future...acting as a spotlight...looking for the next adventure to begin.
Banner picture taken and owned by Ryan Moore
Reference: Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record108 (6), 1017-1054.
Reference: Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record108 (6), 1017-1054.