This morning, I took the dogs outside and when I didn’t immediately melt under Texas heat, I realized that it is September. In fact, it’s almost the middle of September. Since I left teaching middle school, I’ve found myself far less capable of tracking time. I thought time had no meaning during the pandemic lockdowns; I had no idea people with “regular” jobs had to work so hard to know what month it is!
This year was the first year in my entire life that I didn’t have a true summer, and I honestly frequently forgot that it was summer until I’d walk outside of the house. Between working full time as an Instructional Designer and taking two intensive 10-week doctoral courses, June to August was actually the busiest couple months of my year so far, maybe even of my life so far.
Now that I’ve made it to the other side of that stressful semester, it’s time to take a step back and do some reflecting. As I do at the end of every semester, I like to think about what I’ve learned, what I’ve gained, and what I need to keep doing, but this time I’m finding myself in the middle of an identity crisis.
Anybody that is a frequent visitor to this blog probably knows by now that I like to use this as a medium to complete my coursework as much as possible. It helps me to think through the assignment when I reflect on it here, and I think it makes for a better submission than a plain old paper.
This weekend saw the start of my first summer semester of my doctoral program. I’ve taken summer classes in the past, but they were short, intensive 5-week courses. This summer, and my next several summers, will be filled with two full 10-week courses. And this summer, I’m taking Statistical Methods and Distance Learning. One of those courses is much more terrifying to me than the other. Can you guess which one?
Anyway, the first assignment in Distance Learning is to reflect on how the pandemic changed the way we used technology to live and interact in work and school, an apt and timely reflective assignment.
It is my personal goal to get back to utilizing this blog more frequently to reflect on all of my roles: Instructional Designer, Adjunct Lecturer, and Doctoral Student. Just as I have done in the past, today I’m going to share one of my assignments with the world. In my Issues in Instructional Technology course, we were tasked with researching the various labels and definitions of the field of Instructional Design and Technology or the field of Instructional Systems Design and Technology or the field of Educational Technology, etc., in order to define and label the field as we see it.
So here is my definition and label of the field where I now find myself fully immersed. It doesn’t have the snazzy, sometimes snarky, tone of other blogs, but I think you’ll find it an interesting read.
I think it is time to make my career change Blog-Official. Back on February 1st, I started a new career path as an Instructional Designer, and I have never been happier than I’ve been these past couple months. It was not easy for me to walk away from the classroom, and I spent a lot of time second-guessing my own decision to make this move, but I know this was the right move for me. Considering my career has been on this trajectory since my first Instructional Design course, I’m actually a little surprised at myself for feeling so conflicted.
This blog was originally born from a master’s course assignment and I’ve used it over the past few years as a place to reflect on my work, both as a teacher and student. I’ve talked about different educational technology tools that I’ve discovered and loved. I’ve talked about issues in education. I’ve reflected on my own struggles as a teacher and as a student, first in my master’s program and now as a doctoral student. The important part for me has always been reflection. I’ve learned and grown so much since I wrote my first post here, and I whole-heartedly believe that reflection is the most important aspect of learning and growth. And so, moving forward, I intend to keep that theme. I may one day bring myself to change the name of this website from Mrs. Hebert’s Classroom to something else, but regardless of the name, this will always be my place to reflect and learn from my own practices. If you’re reading this, I hope you are able to learn from my reflections, and I hope that you take some time to reflect on your own practices in your profession.
I chose today to write my first reflection as an Instructional Designer because today I led my first live professional development seminar. In February, I was told that my first topic would be RUBRICS. Throughout March, I designed and developed a 60-minute webinar on that topic, taking my presentation through two rounds of feedback with my team (who are the best, most supportive, intelligent people!). All my effort culminated in a wildly successful seminar today.
On this blog, I’ve reflected on the successes and failures surrounding my teaching career. I’ve written about the activities and assignments I’ve designed and redesigned. I’ve written about my own views and feelings relating to education and technology. This blog started as an assignment in my first masters class three years ago. I’ve been striving to continue posting here because I believe it’s important to reflect in this profession, on the big things and the little things.
It struck me pretty hard when I opened up this blog and saw that my last post was one from the first week of school, when I had the privilege of seeing Nic Stone speak. How far we’ve come since the start of the school year.
Just a few years ago, I wrote about the heartbreak of starting the school year late due to Hurricane Harvey. Now, I sit here thinking about the heartbreak of closing our school early, and the struggles and successes of moving to fully remote instruction.
Once again, a natural disaster of sorts has drastically affected our school year. The Coronavirus COVID-19 pandemic has shut the doors on schools across the country, but that certainly does not mean that the school year is over.
Just this morning, I posted the handout and assignment for our seventh week of online instruction.
In case you were not aware, today was #DigitalLearningDay. As far as I’m concerned, just about every day in my classroom is a digital learning day, but I am not one to pass up an opportunity to show off my EdTech prowess and design something extra special for the occasion.
For the past week, I worked with one of my favorite teacher besties who is also my across the hall classroom neighbor to build out an Escape Room activity. It was pretty rockin’ if I do say so myself. Even our admin team thought that it was a great learning experience for our kiddos.
“We do not learn from experience… we learn from reflecting on experience.”
Sitting in a session about the effect of teacher education on teacher attrition and retention, I heard this quote from John Dewey, and it struck me deeply. I have been sadly lacking in this reflection since I completed my masters this past August. Of course, I knew this would happen. Many of my reflections in this blog centered around my masters coursework; in fact, the original creation of this blog was an assignment. However, having earned my degree certainly does not mean I am done learning or done reflecting.
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 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 →
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.