Technology and Me: An Ongoing Journey of Struggle and Success

Lynn Kearney

EDUC 526: Capstone

Experience in Educational Technology and Learning

Professor: Matt Hixson

APU Murrieta Campus

July 25, 2013

Introduction

I chose the digital learning and teaching program because it was a true area of need for me. Technology is something that I needed to be forced into, and I realized that if I didnt take this program, I would probably not take the time on my own to learn about the tools that are available to help me be a more affective teacher. I am an RSP teacher at a charter school, and am responsible for students, K-8, with varied needs for special education services. My students have challenges including visual and auditory processing deficits, dyslexia, dysgraphia, autism, and ADHD. I had hoped by taking the digital learning and teaching masters program that I would be able to integrate technology into my professional life, and become adept at things that in the past have been a struggle. Personal Growth I went back to school as an adult to pursue my bachelors degree with the hope of eventually becoming a teacher. I chipped away very slowly at my education for some time; meanwhile, raising my family and working. During this time, I discovered a lot about myself as a student. Although I always wanted to be the one in the drivers seat, I was not one who did really well in traditional school. I cant say that I really struggled, but my focus was such that I often did not do my personal best.

Going back to school as an adult has been a different story for me. Having my adult focus and drive, I have been able to learn how to do school, and to understand my learning style. This is also what attracted me to special education. I found that those of us who do not come to the party with great focus and study skills, can learn them and even excel in education. I developed good study habits and found that I love to learn. However, during the masters program, I was so overwhelmed with becoming a teacher, at times, I had to let go of my desire to do a great job, and simply do a sufficient job. Choosing the digital masters program has also been a good decision on a personal level. I have adult children in their early twenties who are technically savvy. Pushing me out of my dinosaur ways, I am now able to keep in good contact with them through our varied electronic devices. I also am better able to understand their world. I have recently been through a family crisis, and that fact that I have had the ability to check my email and social media contacts while I am on the go has been a life saver. I have made a major addition to my spiritual timeline. During my final course before my Capstone, my father unexpectedly passed away. He was my moms full time care giver, and I have taken over that role. I would imagine I am not the only one who could share that taking a masters program while you are working a full time stressful job does not necessarily contribute to spiritual growth. However, during the program life goes on, and letting go of some of my perfectionism to give priority where

it is due did require spiritual guidance and acceptance. It is a new chapter in my life, and is turning out to be a sequel in my moms. She and I have both had to practice the serenity prayer on a daily basis. Speaking from a completely personal level, my completion of this program will allow me to have more time to dedicate to my students and family. It has been very stressful for me juggling school, work and family, and I will be very relieved to have this accomplished and no longer hanging over my head. I found out that my ego isnt really interested in saying I have a masters degree. At one time, I thought it would be impressive, but for me, it is about the skills I have learned, a much needed increase in pay, and the opportunity to teach at the college level later on. Professional Growth Having now worked with many teachers who have received their credential and masters from different schools, I can see that APU has given me an advantage. I was prepared well for all of the required assessments to become a teacher, and I feel that I had a better understanding of special education, as well as a good foundation for the K-8 expectations. I took my upper division bachelors at APU which also laid a wonderful foundation for the credential/masters program. My educational vision has evolved to embrace the understanding that technology can be critical for certain students. Most of my students have either auditory or visual processing deficits, and many of them have both. Technology is a

tremendous tool for multi-modality teaching and learning. I had heard of this often during my SPED credentialing, but it is something that I truly have to remind myself of daily as I work with my students and their varied challenges. When I first started this program, I was a substitute teacher. Since then, I have become an RSP teacher for a charter school. When I first started teaching, I was a long term sub in the Lake Elsinore school district, and had incorporated technology into my instruction with good success. One negative about my charter school is that our funding is less than the regular public schools, and we do not have smart boards or even Elmos in each classroom. I have had to become a little more creative in my new job, and am grateful to have learned the things I have from this program to be able to do that. I have incorporated many instructional strategies into my teaching that I have taken away from this program. From my first class that I took 512:Instructional Applications of Productivity, I became more comfortable with technology and explored the concept of integrating technology into the classroom. From that course, I had the knowledge to hook up my computer to the Elmo and present stimulating videos to engage the students with subject concepts. From 515: Evolving Educational Technologies I learned how to further develop a classroom website, and have used this for my students to display their research and artifacts. I took a break from my masters program and when I returned, I found out that I needed an iPad. At first, I was pretty

upset about the needed financial outlay, but this has been a wonderful resource for me in the classroom. I often work with students one on one, and I use my iPad to build spelling lists, have interactive math games, and as a reward for reluctant students or non-preferred tasks. During the EDUC 522: Learning in the 21st Century course, I became familiar with apps for the iPad. This was a whole new world for me, and I am using it every day now. I use Skype for one of my students who is unable to come to the student center due to his emotional disability. From this program, I have become more comfortable in exploring different ways to provide instruction to my student. I use Googledocs (introduced in EDUC 512), PowerPoint, and give him links to videos and supporting games. Video is something I have started to use from EDUC 514: Digital Video in the Classroom. Recently, I had a student who hates to write, but loves to talk about things he perceives himself as an expert at. I paired him with another student who interviewed him on a topic we chose for our writing assignments. I videotaped this, and both of the students got a real kick out of it. My action research study is to incorporate exercise and healthier eating habits into my daily routine. My crazy busy life has interfered with my exercise and overall healthy lifestyle. This action plan has given me an opportunity to do what I keep telling myself I need to do. I am working exercise into my daily schedule, as well as becoming more aware of my eating behaviors. Being accountable through an action plan has been helpful and given me a good start on where I need to go.

Technical Growth At the beginning of this program, my technical prowess was minimal. I used email and had set up a Facebook account to stalk my teenage children. I had become pretty comfortable with Microsoft word, and could create an acceptable PowerPoint. When it came to technology, I would learn whatever the current requirement was for my education or to keep up with my kids. Because of that, when the new program for digital teaching and learning became available, I decided that it might be wise to make good use of my time in my masters program to develop this uncharted territory.

I now use an iPhone, and cant imagine my life without this wonderful tool. I use the maps, calendar, weather, clock, and banking app every day. I dont know how I ever lived without sending pictures of myself doing embarrassing things to friends and family. Since EDUC 522, I have added the iPad to my new things that I cant live without; so many apps, so little time. My initial class EDUC 512 broke the ice for me to create a website and become comfortable with many new ideas in technology. 515 took this to a new level that I currently use with my students to engage them with non-preferred subjects and tasks. I learned how to use Skype from 512, which helped me with my current job; I didnt feel like a complete bone head when I had to use adobe acrobat for conference meetings. Being pushed over the hump to use video editing

software from the EDUC 514 and 522 classes has been awesome. I love having that tool at my fingertips to develop videos for students as well as personal reasons. I think the biggest plus is that I feel more comfortable in trying new things that were intimidating before. I now view technology as an asset instead of something that had to be endured. I am constantly searching for new apps or websites to assist me in finding better ways for my students to access the curriculum.

Life Long Learning Plan

I feel that I am still at the beginning stage of learning about what technology is available to me personally and professionally. I realized, through this program, that I was not taking advantage of the many tools that are available to me as a teacher and also for personal organization and entertainment. I found that I shied away from using technology because it was time intensive to learn new things. It will be critical for me to stay on top of these new skills that have been developed. For instance, video editing is something that if you take a couple months break, it is almost like starting over in the learning curve. I can stay on top of this particular skill by making fun videos to better my abilities. I am excited to use a webpage to share videos, websites, educational games, and other information for my students and their families. Some of the simple things like setting up file folders to organize students information is another area that I will be continuing to improve on.

Keeping up with new apps by subscribing to a couple of good blogs that have been suggested from my professors is another way to stay on top of teaching tools. I went back to school as an older adult, and becoming a special education teacher with a masters degree was a rather large accomplishment. However, I do have ideas for the coming years. I plan on continuing as an RSP teacher for at least another five years. Sometime between now and 2020, I would like to start teaching a course at a junior college. It is my goal that when I am semi-retired I will teach a course or two at the junior college level until they boot me out. I am a big proponent of people using the junior college route as a spring board for their further education when unable to, for whatever reason, go directly into the four year college. I see this as a pay it forward type of thing in tribute to a few of my junior college professors who inspired me by their passion for teaching.

SECTION TWO: History of Coursework and Course Evaluation EDUC 512, Instructional Applications of Productivity Software, Jim Sullivan, Fall 1 2010: Mr. Sullivan does an excellent job of introducing the digital immigrant to the very intimidating field of technology. There were many valuable things introduced in this class; e.g., webquest, Weebly, iTunes, Skype, Googledocs and more. As someone coming in with minimal

knowledge, I felt this class was wonderful and essential. The professor kept in mind that many of us were standing on shaky ground as he eased us into the program. EDUC 515, Evolving Educational Technologies, Lance Martin, Fall 2 2010: This course explored blogs, podcasts, photo sharing, sound effects, and Weebly expanded use. I really wish I had a working brain when I took this course. Lance was awesome, knowledgeable, and truly kind. I had just started my first teaching job and was a bit of a mess. Lance helped me through this course, and I couldnt have done it without his help and calm. Oddly, probably my biggest take away from this course was the use of blogs for information, and for informing. I really liked that we were required to explore this communication tool. I have found them to be helpful when struggling with various issues educationally and personally. EDUC 522, Learning in the 21st Century, Jennifer Courduff, Spring 1 2013: I took a two year break before continuing my masters program. Unfortunately I took things out of the logical order, and found this class to be very difficult. If I had taken the video class first, it would have been most helpful. Also, there is the new requirement of owning and using an iPad for the program. I was pretty upset at first, because of the money and the additional learning curve to deal with, but I do love my iPad. During this

course is when I learned about apps and how many useful tools you can acquire through the use of them. I also learned how to develop my own YouTube channel and use it to upload educational videos. I have to admit that I found this class to be overkill in a few areas. We learned about Gardners theory of multiple intelligences and Blooms Taxonomy in relationship to technology. These are both valuable theories, and it was good to develop our unit plan using them as the guiding point. However, the process for the written portion to me was excessive, redundant, and a painful misuse of my time. However, Ms. Courduff is very knowledgeable and imparted good information about apps, online resources, assistive technology apps, and presentation software. EDUC 514 Digital Video in the Classroom, Tim Holder, Spring 2 2013: This course is a lot of fun. There is a lot to learn, but this professor is good at making sure you understand how to do something, and is not nit-picky about the assignments. We learned about shots and angles, editing videos, slideware, video apps, converting audio and video to the proper format, and exporting files. The one that was the most torture for me was the IUVs. This can be very tricky, but I persevered and got it done. Evaluation of the impact of the Digital Teaching and Learning Program During this program, I decided to choose a student and utilize as many

of the new things I had learned as I could in my lesson implementation to him. He has IEP goals with me for writing and reading. I had him choose the subject to study, and we embarked on a research project that utilized a Weebly website to display all of his artifacts. He used websites, PowerPoints, and videos for his research. He developed a five paragraph essay, and prepared a PowerPoint presentation using the information. He uploaded his essay in a blog, made a newspaper article on fodey.com, created a comic on comic creator, and we videotaped an interview that he wrote. It was really exciting for him, and his reading and writing improved markedly over the semester. It was very successful lesson plan, and I plan on using this approach in the future for several of my students.

Program Evaluation. I would highly recommend this program to anyone who is planning on getting a masters in education. Many of the educators I work with are not very savvy when it comes to technology, and would benefit from this program. The only major drawback is the expense. Since I took this program with a two year break in between, there were some issues and challenges. I would suggest encouraging people to take this in the order it is designed for. I lived through it, but it was a little rough.