Looking Back
Then & Now: Reflecting on My Journey
by Lisa Stringfellow
In 2010, I started my journey towards achieving my Masters of Arts in Education. In reading the professional goals statement I wrote for my application, I am struck by several ideas that connect to where I am now as an educator.
First, I wrote about my wish of becoming an innovator in using educational technology.
First, I wrote about my wish of becoming an innovator in using educational technology.
The choice of words is interesting to me because I'm not sure I fully understood what that meant when I wrote it. My experience has since taught me that being an innovator is about creatively looking at concepts and tools and utilizing them in unique ways. I think I am on my way towards realizing that goal, but it is one that I will continually strive to achieve.
Another concept I discussed was finding a way of merging the roles of teacher of Language Arts and teacher of computer skills.
Another concept I discussed was finding a way of merging the roles of teacher of Language Arts and teacher of computer skills.
I am quite proud in that I think I have achieved this goal through the skills I've gained in the past three years. I was given an opportunity last summer to redesign the 5th grade Language Arts class I taught to integrate it with technology and digital literacy skills. What had been something I tried to do as part of how I teach, is now a core part of the curriculum for my students. Like reading and writing, effective use of technology to communicate, collaborate, and create is a life skill and something students need to do in all areas.
That leads me to a connection with another part of my goals statement, considering the possibility of being a teacher leader in the area of technology.
That leads me to a connection with another part of my goals statement, considering the possibility of being a teacher leader in the area of technology.
My work in the MAED program has given me the confidence to share my knowledge with others in my school community and beyond. Before starting my degree program, I had never presented outside of my school, but I have since presented several times at the city and regional level. I hope to push myself beyond my comfort level even more to explore writing for professional journals and even presenting at a national conference.
Lastly, I am struck by the last sentence of my goals statement which expressed the hope of improving as an educator through my studies.
Lastly, I am struck by the last sentence of my goals statement which expressed the hope of improving as an educator through my studies.
In some ways that was a very modest goal and one that any professional development experience could have helped me achieve. What my studies and coursework have done for my teaching goes beyond improving my skills as an educator, but has influenced me as a thinker and creative person. I can honestly say I'm not the same teacher I was three years ago. Part of the metacognitive process is the ability to know what you know, and what you don't, and to think reflectively about the process of thinking.
What I know is that I look at things differently now. Rather than thinking about what can't be done, I often find myself thinking about how something could be done or done better. When I see something interesting, I strive to figure out how it works and how I can repurpose it. As that applies to my teaching, I am a cheerleader for creative thinking in my students. "Try it, see what happens, let me know what you figure out," are all phrases I use much more often in my classroom. I have the courage to take risks and feel at ease in initiating discussions with my administrators about what new curricular or pedagogical goals I'd like to explore. Even though my MAED experience is closing, I am already excited about what challenges I can find ahead of me.
What I know is that I look at things differently now. Rather than thinking about what can't be done, I often find myself thinking about how something could be done or done better. When I see something interesting, I strive to figure out how it works and how I can repurpose it. As that applies to my teaching, I am a cheerleader for creative thinking in my students. "Try it, see what happens, let me know what you figure out," are all phrases I use much more often in my classroom. I have the courage to take risks and feel at ease in initiating discussions with my administrators about what new curricular or pedagogical goals I'd like to explore. Even though my MAED experience is closing, I am already excited about what challenges I can find ahead of me.
