“Do not go where the path may lead, go instead where there is no path and leave a trail.”
Ralph Waldo Emerson
At the end of my last synchronous online meeting of CUIN 3312: Educational Technology, one of my students commented that I am Superwoman for teaching their class while teaching full time and working on my doctorate. I personally don’t think I am Superwoman, but I am probably crazy. This has been a… busy semester, to say the least.
I knew what I was getting myself into when I started. I thought long and hard about whether to continue teaching at the University of Houston once I started my own doctoral classes, and ultimately decided that I just could not give up teaching that class. Teaching CUIN 3312 is the highlight of my week every week. It’s my favorite part of my busy schedule, and there was no way I would give it up. So, I knew coming into this semester that I would be one busy beaver, teaching at UH and teaching 8th grade English and completing two doctoral classes all at the same time. I did step down as department chair because even I have limitations, and I didn’t feel I could commit to the amount of extra time the position required in order to do it well. I probably could have made it happen if I needed to, but I knew that I would not be as good of a leader for my department with all my extra responsibilities.
Of course, I did not anticipate the pandemic. (Who did?) I did not know how different and how impossible my job as an 8th grade English teacher was going to be this semester. I received my acceptance email to Sam Houston State University on March 5th, just weeks before the pandemic lockdowns began. I have thought numerous times about whether or not I would have stuck with starting the program this year or if I would have postponed my doctoral plans for another year if I’d had the foreknowledge of what this semester was going to be like. And if I’m being perfectly honest with myself, I don’t think I would have changed it. What can I say? I’m
stubborn. I mean, determined.
And so here I am, once again sitting in front of the post editor on my blog and reflecting on what I’ve learned over the past fifteen weeks of classwork. It’s been more than two years since I last did this, and yet it doesn’t feel like it’s been that long. I know that I am just one of those people that is as comfortable as a student as I am a teacher. Even in the two years between completing my MEd and beginning my EdD, I never stopped learning.
As an educator and a student of educational technology, I’m always on the lookout for new tools that increase student learning and student engagement. I strive to authentically teach my curriculum in ways that students have fun at least some of the time and that students will remember after they leave my classroom. It’s not always an easy task to accomplish, but I like to think I work hard at it.
A couple of months ago, I stumbled on a tweet from Alice Keeler that linked to her blog, Teacher Tech with Alice Keeler, specifically a post about a new Google Slides add-on that purports to increase student engagement and give every single student a voice. A common theme in this blog, and in my teaching, is making lessons more student-centered and engaging all students in learning. So, I was understandably intrigued. I spent an afternoon exploring the add-on, which led me to the full resource, called Pear Deck.
I am now 100% a Pear Deck supporter for the following reasons:
- It’s simple.
- It projects onto the student’s devices.
- Every student answers every question.
- The dashboard shows me all responses and gives me control from anywhere.
After spending the two weeks of winter break mostly on the couch with a nasty cold (that still hasn’t let up!), I’ve realized that I never completed my Fall 2017 reflection series, and Spring 2018 is creeping up on me!
My third, and final, class of Fall 2017 was called Educational Uses of Digital Storytelling, in which I learned about what is (and is not) a digital story, and I created a couple of my own. Continue reading
Ah, hello again, friends and followers.
If any of you made it through the monster reflection post from last week about my LDT seminar class this semester, I’m sure you are just dying to hear how my other two classes went. Well, I live to please.
I can now officially say that I have finally submitted all of the assignments for all of my classes, and boy was that a huge sigh of relief. I will also say that in that three days since I submitted my last assignment, I created instructions for the math and English teachers on my campus to access their universal screener data and enter into Eduphoria (the system we use to manage data), wrote lesson plans, entered quiz grades from Schoology (my LMS BFF) into the gradebook, entered my own screener data and a coworker’s, put together an amazing lesson using Pear Deck to go over a test that my students bombed, acted as the middle man between a Pear Deck representative and my principal to get Pear Deck for my campus, and my Sim family just had triplet girls. So, in summary, being finished with my classes in no way means that I’m not busy anymore. I am very ready for winter break.
But, I digress. Continue reading
Well hello there, friends and followers. It’s nice to see you all again.
This semester has been a challenge, to say the least. Between starting a new job with very different hours and taking three graduate classes, I’ve been a bit stressed out and just a smidge busy. I am looking forward to reviving my ailing social life and adding some material to this blog. However, it has also been one of the most rewarding semesters. I’ve learned and accomplished a lot and I am grateful for the lessons I’ve learned. I have a lot I want to post regarding the new job and my current classroom shenanigans, but before I do that, I want to reflect on my graduate classes.
Like I said, I took three classes this semester for the first time: a Learning, Design, and Technology Seminar, a Professional Seminar, and a class on Educational Uses of Digital Storytelling. Today’s post will focus on the LDT seminar. Continue reading