The Beginning of the End

By: LaShawn Hanes 

 

       “[…]. It's so hard to say goodbye to yesterday. I don't know where this road -is going to lead. All I know is where we've been -and what we've been through. If we get to see tomorrow- I hope it's worth all the wait. It's so hard to say goodbye to yesterday. And I'll take with me the memories- to be my sunshine after the rain. It's so hard to say goodbye to yesterday,” (Edmonds, K., Reid, A., and Simmons, D., 1991).

 

 

           In the spring of 2013 while residing on the Southside of Chicago finishing up my yearlong teaching internship in an urban environment, I had an epiphany. I realized that I had a significant passion for technology and how and an even greater curiosity related to why my students lacked meaningful exposure to technology that could potentially affect their ability to compete with their peers who attended school in the same district but resided on the “other side of the tracks” –the “L” tracks that divided the North and South sides of Chicago, Illinois. Applying to the Masters in Educational Technology Program at Michigan State University was a the result of my passion and my curiosity coming together as a force that tested my commitment to excellence in my teaching, my motivation to keep going even when I want to give up, and my desire to grow personally and professionally –what a great feeling that is when various areas of my life work in tandem for me to take advantage of a new opportunity.

         After being admitted to the MAET Program, I quickly made the decision to participate in the online version of the program. The online version was most suitable for me because at the time I was still residing in Chicago where I had planned to stay and I would be able to complete all of my coursework from Illinois. Shortly after deciding to complete the online version of the program I learned about the Hybrid option. Completing the hybrid route of this program would have allowed me to potentially complete all the required coursework in just a year because I entered into the program with a few credits from my coursework during my internship –thrilled about the opportunity and the potential time frame for completion, I enrolled in the Hybrid sections of CEP 810, 811, and 812 which would allow me the opportunity to head back to campus for two weeks of intensive hands on learning along with the opportunity to scaffold my learning into the next phase of online coursework. Heading back to campus elicited a great deal of excitement for me, I love campus and I love the feeling I have when I am there, I always feel so productive and engaged – I had truly found my “match made in heaven” with the MAET Program.

            Shortly after returning to Michigan to begin the MAET Program, I was met with some very devastating personal news and while that situation has affected my completion of the program in various aspects; it was during those very difficult times that I found more than just support from instructors, I was met with a solid foundation and an unparalleled group of motivators- that I could have never imagined would exist in a Higher Education Program.

            While taking CEP 810 Teaching Understanding with Technology, CEP 811 Adapting Innovative Technology to Education, and CEP 812 Applying Education Technology to Practice in the accelerated hybrid format, I learned a variety of techniques for hands on learning that I currently implement into my current teaching. One of the tasks I looked forward to as a student in CEP 812 was the “quickfires”. “Quickfire activities” were opportunities to explore new technology through the creation of various videos, audio clips, and other visual representations and to do so in a what seemed like a very short amount of time but was actually enough time to preview the technology and make a decision on its potential usefulness, which is a significant task that teachers do regularly when planning activities or lessons.

            In addition to the “Quickfire” activities, I gained a new insight on the meaning of meaningful technology integration. I can admit that as a relatively new teacher who graduated from a nationally ranked education program, I thought that technology integration was good no matter what because I was teaching in the “day and time” in which students needed technology in order to be successful. The two weeks I spent on campus in a very intensive “crash course” into technology and meaningful technology integration taught me that technology without purpose was meaningless and did not necessarily benefit my students. It was during my time on campus and the five weeks that followed that taught me that the manner in which I integrated technology was just as critical as the technology that I integrated into my teaching. Prior to my matriculation in the MAET Program the previously mentioned concept was something that I had very little prior knowledge of –it was concept that was significantly new to me.

        Scaffolding my learning into other areas of interest, I enrolled in TE 825 Diverse Learners and Learning Subject Matter was a course that was not required as a student in the MAET Program; however, as a student who came into the program with previous credits there was very little room for me to select electives and when I decided to take this course, I was approaching my final semester in the program and wanted the opportunity to explore coursework that would be similar to coursework I plan to pursue as a future doctoral student. In this course I had the opportunity to utilize several of the tools that I first encountered in CEP 810, 811, and 812 to present information on diverse learners that I explored in the TE 825 course. For example, the final project in this course required that I evaluate the text, See You When We Get There: Teaching For Change In Urban Schools by Gregory Michie that addressed diverse learners in the form of a blog or web based presentation format. My previous exposure to tools such as WordPress, Glogter, Animoto, and Emaze made the completing of the project using Emaze much simpler and quite frankly- more engaging.  

        Diverse Learners and Learning Subject Matter was a course that also pushed me to evaluate how I interact with people who I meet in my personal and professional world. Moreover, this course provided a forum in which I was able to have the dialogue about how technology and lack thereof, affect diverse learners but also evaluate the need for diverse learners and scholars in levels of academia- a goal that I as a diverse learner hope to accomplish relatively soon. After taking this course, I feel more prepared to meet the learning needs of my students but also more equipped to address the issues that plague students in high need areas that stretch beyond the realm of technological needs.

          “It is better to lead from behind and to put others in front, especially when you celebrate victory when nice things occur. You take the front line when there is danger. Then people will appreciate your leadership,”(Nelson Mandela). As a relatively novice teacher often roles of leadership come in small amounts; however, those opportunities are no less significant than some of the more traditional opportunities for leadership in the k12 setting. My time in CEP 815 Technology and Leadership was significant because it opened my eyes to the potential to be a leader in and outside of my current position as a fourth grade teacher. Additionally, the course material such as the lectures and the literature were quite informative in the area of how to lead successfully and how to tae the experience I do have and capitalize on current opportunities but also create opportunities to demonstrate my leadership skills. As a current general education teacher with special education training and experience I often have a unique perspective to the co-teaching model and as the lead teacher in most scenarios I found the material in CEP 815 relatable to my current profession in which I am expected to lead Para educators and other support staff in various activities throughout the day.

 

          In addition to my current professional endeavors, a short-term goal that I have is to earn a Doctorate of Philosophy and become a director of an inclusion program on a university campus- a role that will require me to be a leader in many respects. Often the thought of seeking a PhD is overwhelming for so many reasons but mainly because of the very independent nature that is associated with work at that level of academia and the Technology and Leadership course has instilled a level of confidence in my ability to delegate appropriately and to be the leader “standing on the front line when there’s danger.”

          As I reflect on my experiences in the MAET Program I am reminded that though there were times in which I questioned how I was going to successfully complete this program there were more times in which I recognized my motivation and dedication to not only professional excellence but to personal excellence as well. As a new teacher in the field of education my goal when entering the Master’s in Educational Technology was to learn ways in which I could provide access to meaningful technology uses in my k12 classroom and how I could expose my students to new technologies – while those goals have not disseminated they have shifted and even been achieved to some extent. As a result of my coursework, I have been exposed to various technologies that I have shared with my students, additionally my students have benefited from my integration of meaningful technology in their day-to-day learning experiences. The coursework, instructors, and colleagues that I have come to know through the MAET Program has provided me with multiple experiences that have only encouraged me to learn more about educational technology and to utilize that knowledge to benefit, high need, low income students such as my current students.

         While I understand that my time as a classroom teacher will more than likely conclude within the next two years, I do know that the information that I have will be utilized to address the lack of technology exposure that my students have had in previous experiences, while seeking out extracurricular opportunities for my students to explore meaningful technology.  Furthermore, my experience has given me the necessary tools to be successful in my soon to be journey on the road to PhD. Skills beyond the use of technology but also skills obtained such as, being a successful leader and working with diverse learners are invaluable as I prepare for the next step of my career.

        Two years ago, I could have never imagined that I would face some of the obstacles that life threw my way but I also could not have imagined that I would feel so much more prepared to seek out the PhD program that would best fit my needs as a learner and as a professional who will soon seek the opportunities and means to contribute to the area of higher education in a significant manner. So, while I prepare to “say goodbye to yesterday” as I wrap up my time in the MAET Program, I also prepare to start the next chapter in my journey to educational enlightenment and professional success.