Rebecca Beecher

July 2017
EdTech 592
Reflection/Research Paper

Lessons Learned and Applied

Introduction
Each year on the first day of school there is a video that I play for my students. It is a Pep

Talk from Kid President. I love showing this to my students to let them know they can do fourth

grade and while it is scary starting a new year with a new teacher it is going to be okay. One of the

main reasons I show it is because it talks about trials and hard things and you can overcome it. In

the video Kid President declares "A poem. Two roads diverged in the woodsand I took the road

less traveledAND IT HURT MAN! Really bad. Rock! Thorns! Glass! My pants broke! NOT

COOL ROBERT FROST!" That phrase right there is what I want my students to remember, paths

aren't always easy. They hurt. Things sometimes are not cool. But learning and growing are what

we as humans are all about.

Education has always been an important part of who I am. The education doesnt need to

be in a formal setting. I am always seeking out new things to learn. I guess you can call me an

addict to learning. After completing my bachelors degree, continuing my education was never a

question. It was just a matter of when would I do it and what would I be learning. I decided that I

wanted to get my first year under my belt and then I would look into what programs would best fit

me. At the time, other colleagues were getting their graduate work done, but they choose an online

program that was fast and easy. They just wanted the piece of paper that said they had a masters.

One friend even informed me that basically she just paid for her masters, she didnt really learn

anything. I knew right then that I didnt want that experience. I wanted to learn, to grow, to be

pushed and I wanted to be able to apply it in my classroom.

1
 This paper is a reflection of the past two years that I have spent learning and growing while

pursuing my Master's degree in Educational Technology (MET) at Boise State University. It

addresses the major lessons I have learned along the way and how I've applied them in my

classroom. I chose a path that wasn't necessarily easy for me. But it was the path that pushed me

out of my comfort zone and I'm grateful for the lessons and education I have learned.

Lesson One: Reflections on Learning

A few years ago I remember getting the best idea for a lesson. Or so I thought at the time.

I prepped everything. I purchased the required supplies. I found the needed resources online and

was ready to teach this lesson with my students. However, after thirty minutes into the lesson, I

realized something had gone terribly wrong and the lesson was quickly transformed into a hot

mess. After school, I remember sitting at my desk thinking what went wrong. I broke down my

lesson and really analyzed what I had planned and tried to pinpoint the things that caused the lesson

to break down. I needed a moment to reflect on my failure. By the end of the school year, I realized

I just didn't need to reflect on my failures, but I need to reflect on all aspects of learning. The

failures, the success, the research, the examples, the conversations, etc. My time in the MET

program has really given me the chance to reflect on my learning.

In the Summer 2016 semester, I took a class with Professor Baek and learned about Project Based

Learning. Within the first week of class, I realized this is what I had missed with that attempted

lesson from so long ago. "Project-based learning is a comprehensive approach to classroom

teaching and learning that is designed to engage students in the investigation of authentic

problems" (Blumenfeld). As a teacher, I have always gravitated to this style of teaching, but never

knew it had a name or the exact components that went into the lesson to ensure a successful

learning experience. When creating a PBL it is important to remember the necessary factors. By

2
learning about these different sections I realized that while I used projects in my classroom I was

missing some of the major pieces for my students. Throughout the semester I was able to create

my own official project based on the Transcontinental Railroad. Something that I have used in my

classroom successfully.

Another opportunity where the MET program has allowed me to hone my reflection skills is in

my Managing Technology Integration class. After each assignment, I had an opportunity to reflect

on my learning: What was something helpful? What would I change? What would I expand? What

did I love? What would I use anything? Asking these questions after each assignment really

allowed me to grow as a student and think about my learning and the theories that I was

implementing.

One of the lessons that really stuck with me was when I created a project that was centered

around the idea of students choosing a historical figure and transforming into that person. I created

a unit that involved different methods and technologies. I submitted the assignment and received

feedback. While I received good marks and a positive response. At the end, she asked me why I

didn't try all these other technology tools and resources as options. She said I could have used so

much more. It was in that moment where I paused and needed to reflect on the technologies I was

choosing. In my EdTech 504 class, I learned about teachers who sometimes create blind spots to

their instruction. Expertise is not without its problems, however. Think aloud reports from experts

and novices show that experts are less likely to have access to memory traces of their cognitive

processes when engaged in tasks within their domain of expertise (Ericsson & Simon, 1984). I

am no expertise when it comes to technology, it still makes me wonder if I choose the technology

because it is what I was comfortable with or if it was what was best for the lesson.

3
At the beginning of my MET program, I was creating and using lessons that were half complete.

I was selecting technology that wasn't necessarily the best fit, but tools and resources that were

comfortable to me. Now I look for the various teaching methods that will complete a lesson. Now

I look for the best practice when it comes to implementing technology.

Lesson Two: The Art & Science of Teaching

There is a pattern a teacher falls into when instructing a classroom full of learners: state

topic, ask a question, tie in standard/objective, instruct, reflect. It's a brief outline and if you are an

elementary teacher teaching six subjects in a day you can repeat that pattern many many times.

Just pause and think about doing that pattern in one day, a week, a month, and in an entire school

year. It is easy to get in a rut of teaching and following the cycle. Because of this, there are times

when educators find themselves teaching in a blind spot and can't seem to get out of the mundane

cycle. This has been my case when it comes to technology.

Technology has always been a part of my daily routine. I use it to take attendance, display

my lessons, conduct research, etc. You could say I got into a mundane routine with my technology.

I stopped looking at the best practices that should be used and continued on with my normal

practices I was comfortable doing. I needed to switch my mindset when it came to using

technology in the classroom. I needed to look past what I thought was important or past my limits

of technology knowledge and look at how to maximize the students learning by enriching it with

technology tools. Mabel and Okojie (2006) said, "A teacher who has developed a positive mind-

set toward the use of technology does not only use technology to teach pre-packaged curriculum,

but also uses it to educate his/her students in historical, social political settings and in various

cultural contexts to show connectedness among various disciplines. Dewy (1994) wrote, an array

4
of tools for acquiring information and for thinking and expression' would help more children

learn more." Instead of just looking as technology to get the basics I needed to see it for more.

Technology isnt the solution or grand answer to all problems. Technology is available to

enhance, connect, and enrich lessons. Through a new mind-set I have learned firsthand what Peck

and Dorricott (1994) were talking about when they said that technology helps students who are

developing at a different rate, it can foster an increase of quality in the students authentic learning,

it connects them to resources that are vitally important in learning how to become a global citizen,

and it allows opportunities for meaningful work.

During my time in the MET program, I learned what technology is and what technology

isn't. Technology isn't meant to just be used. Technology isn't a magic tool that will help your

students. Technology isn't going to fix any problems. This is what technology can do. Technology,

when used properly, will enrich a lesson or content knowledge. Technology can empower a student

to be connected with the world. When I gave my students the iPad with instructions and objectives

to achieve they were instantly excited. However, while they might be excited to use technology

and became engaged, I didn't know if they were actually learning anything. Was I using technology

just because it was the cool thing to do or was I really applying it for their benefit?

In my Integrating Technology in the Classroom Curriculum class, I had an opportunity to really

think about the technology I was using. I created a Relative Advantage Chart where I broke down

the benefits to using technology and what I wanted to see happen because of using technology. By

creating this chart, it really transformed me as a teacher. I now take the needed technology in my

lesson and break it down by creating objectives for its purpose. It is a skill that I will always use

when planning out my lessons.

5
Lesson Three: The Design and Evaluation of Instruction

Have you ever heard the phrase that raising a child takes a village? Well, being a teacher

and instructing students is no different! In my Instructional Design class, I learned the different

methods and components it takes to planning, implementing, and evaluating an effective unit. The

task I was given wasn't just about planning a lesson. It was about reaching out to a different grade

level. Learning objectives that needed to be achieved. Connecting with other facilitators that could

guide and teach me in their expertise so I could adequately apply it in the classroom. I wasn't alone

in the process and I learned that there is more to the design of implementing technology than I ever

could imagine.

Before starting the MET program, it was easy to jump in a lesson and try to stay within my

four guarded walls of my classroom, but now I realize the benefits of not only branching out of

my classroom door, but also branching out to other places through the means of technology. With

each new class, I was being pushed outside my boundaries. The best part was I wasn't just a

bystander, but a doer in my learning. I took my learning and I actively did something with it.

Similar to what Husen and Postlethwaite (1989) were describing when they declared that one of

the major viewpoints of the learning theory constructivism is that knowledge is not passively

received but actively built up (para. 1).

In my Blogging in the Classroom class, I learned the importance of not only creating a

blog, but setting up a twitter account and receiving professional development help through a whole

network of expertise teachers. Opening up my eyes to this new world of support in helping me

design and evaluate, the words from M.D. Roblyer, came back to me: "Teachers have to consider

the benefits of new methods compared to their current ones and decide if the benefits are worth

the additional trouble" (2016, p. 56). In my MET program, I became a part of a whole new village.

6
I learned the create tools to use and the methods and theories behind why I should use them. I

learned that technology isn't something to be thrown in and checked off a list because you used

something. My new village is invaluable to me now. And the best part is, it keeps growing.

Lesson Four: Networking and Collaboration

The continually changing nature of technology is a serious barrier to the ability of teachers

to integrate it into their classrooms, despite the clear advantages to students. Different teachers

will have a wide variety of experience with using and implementing any particular educational

technology. In my EdTech 504 class, I had an opportunity to study and really learn about

communities of practice. I had never come across the term before and I was fascinated with the

idea that I could join together with others who had a similar interest as me. While studying and

taking a closer look at CoP's I learned that they are a valuable and straightforward solution to the

barriers that might be put into place because of the continually changing nature of technology.

Etienne Wenger, an educational theorist, and Jean Lave, a cognitive anthropologist first

introduced CoP in 1991. Wenger and Lave initial interest was describing existing professional

communities and how a culture is created within a certain domain. The two theorists imply that

learners enter a community at the periphery and over time move closer to full, legitimate

participation as they gain knowledge and learn the communitys customs and rituals and adopt a

view of themselves as members of the community (Buysee, Sparkman, Wesley, 2003). CoPs

started entering the education setting in response to barriers thought to exist in the American

schools, especially their culture, at the time (Palincsar, Magnusson, Marano, Ford, & Brown,

1998). Creating a CoP within the learning community can ease the struggles and difficulties arising

when blending various levels of experience. Establishing a thriving community of practice among

teachers is an effective solution of increasing the adoption of new educational technologies despite

7
the variety of backgrounds.

For me, learning about CoPs was a game changer. It goes back to what I addressed in

Lesson Three of this paper. We are not alone. When teachers join together and unite as a village

great things occur. I also learned this is in my Managing Technology Integration class. One of the

assignments given in this class allowed me to create a professional development plan and create a

mock PD of what I would actually do. This was probably one of my second favorite tasks during

my time in the MET program. Because of taking this plunge and learning about how to design a

PD it was something I could actually provide for other teachers that I work with. I was able to

create a professional development based on the needs and desires of the those wanting to learn

more about technology in the classroom. The lessons learned about collaboration and networking

were invaluable and a great resource tool for me.

Lesson Five: The Research-Practice Connection

Arne Duncan, former US Secretary of Education stated in a 2010 education forum,

Technology alone isnt going to improve student achievement. The best combination is great

teachers working with technology to engage students in the pursuit of the learning they need (US

Department of Education, 2010). There is always something that you can learn. As teachers, we

instruct our students to be critical thinkers, to think outside the box, to solve the problem. But do

we do that ourselves?

Technology can create mix emotions in teachers. They either embrace it, are indifferent to

it, or treat it as the plague. The use of technology software in a classroom is endless and can be

overwhelming for teachers to process. Each day a teacher could choose from iMovie, Seesaw,

Chatterpix, Google Suite, ShowMe, and/or Aurasma, to name a few. The possibilities are endless

and can be overwhelming for teachers who are not comfortable with technology, or new teachers

8
who are learning the curriculum as well as the implementation of technology. The challenge arises

when educators, who are at different levels of proficiency, are encouraged to start applying

technology in their classroom. So how do you conquer this challenge? By learning. By researching.

By continuingly applying yourself.

Technology allows teachers to connect with one another and talk about the various methods

being currently explored and implemented. There is always a next big thing with technology. Just

when youve mastered one thing, there is another to look at. Doing research and connecting with

others is a great resource to finding out if it is right for you in the classroom. Shih-Hsien Yang

talked about this idea when he explored the use of blogs to help forty-three teachers in two teacher-

education programs connect and learn English. Yang discovered that teachers were able to 1)

examine and attempt to resolve their teaching problems, 2) realize their teaching beliefs and goals,

and 3) take responsibility for their professional development through continual participation in the

community. (Yang, 2009, 12). In addition to that discovery, Yang concluded that the blog

empowered teachers. It allowed them to give and receive more positive and immediate feedback

from peers to resolve personal and professional problems.

In my EdTech 504 class, I learned the importance of research and the fundamental tools of

how to complete a formal research task. But it was also something I learned in an informal way in

my other classes. For example, when trying to learn Dreamweaver. I have never used source code

before and I thought I was going to destroy my computer before the semester was over. By

researching, watching videos, reading blogs, and forums from other students I learned the

necessary tools to complete my task. We as teachers need to do the same. We need to be willing

to be critical thinkers. To think outside the box. To solve the problems. Just like we are asking our

students to do.

9
Closing Thoughts
For years getting a masters has always been a goal of mine. When I started my journey in

the MET program in the fall of 2015 the things I learned and started applying were small at first.

The idea of Netiquette never even occurred to me, but made complete sense. It was a quick subtle

change in my classroom, but made a massive impact. That has been a common theme throughout

my past two years at Boise State University.

The small and subtle changes that I started to learn was how to enrich my lessons by simple

changes, how to use the internet to the learners' advantage, how to let the student become an active

part of their learning. From there, things just began to grow and the small things now transformed

into a different way of thinking and learning. I learned how to evaluate programs, how to create a

unit centered solely around one question. I learned the importance of reflection, collaboration, and

the need for networking and research. My lessons learned these past two years have truly enriched

me as a person and teacher.

What I love most about my experience at BSU are the tools that I have been given and the

sense of empowerment as a teacher in my classroom. I no longer feel inadequate to be helping my

students or feel like I'm lacking. I'm not perfect by no means and I know I still have things to learn,

but I feel like BSU has taught me the tools of how to get there. There were times when my students

would complain about a test or homework assignment and I loved being able to tell them "Well

my weekend wasn't full of rainbows either. I had homework and tests just like you."

BSU has given me the desire to continue my education. To become a Google and Apple

Certified teacher. It has also opened the doors of what I would like to do beyond just being a

teacher. I now want to help other teachers reach their full potential in using technology in the

classroom. This right here is what I love about learning and education. Why I have a passion for

it. Because of the new doors and the new tools and strength, it gives me. I love that I took a different

10
path other than my colleagues that allowed me to learn and grow and not just pay for a piece of

paper. These lessons that I have learned and applied are just the beginning. And BSU has shown

me how to keep pushing myself and keep learning.

11
References
Buysse, V., Sparkman, K. L., & Wesley, P. W. (2003). Communities of practice: connecting
what we know with what we do. Exceptional Children, 69(3), 263.

Ericsson, K. A. & Simon, H. A. (1985). Protocol analysis. Handbook of Discourse Analysis, Vol.
2 (pp. 259-268). London: Academic Press.
Dewey, D. (1994). Apple classroom of tomorrow: What we've learned. Educational Leadership,
Vol. 51.

Husen, T., & Postlethwaite, T. N. (1989). Constructivism in education. The International

Encyclopedia of Education (Vol. 1, pp. 162163). Oxford, New York: Pergamon Press.

Mabel, D., & Okojie, C. (2006). Developing a positive mind-set. International Journal of
Instructional Media. 33(1). 33-41.
Nathan, M.J., Koedinger, K.R., Alibali M.W.. Expert blind spot: When content knowledge
eclipses pedagogical content knowledge. Proceedings of the Third International Conference
on Cognitive Science. Beijing: University of Science and Technology of China Press, 2001.

Palincsar, A.S., Magnusson, S.J., Marano, N., Ford, D., & Brown, N. (1998). Designing a
community of practice: Principles and practices of the GIsML community. Teaching and
Teacher Education, 14, 5-19.

Peck, K. L., & Dorricott, D. (1994). Why use technology?. Educational Leadership, 51, 11-11.

Roblyer, M. D. (2016). Integrating educational technology into teaching. Upper Saddle River,
NJ: Pearson.

U.S. Department of Education. (2010, November 9). The digital transformation in education:
U.S. secretary of education Arne Duncan's remarks at the state educational technology
directors association education forum. U.S. Department of Education. Retrieved from
https://www.ed.gov/news/speeches/digital-transformation-education-us-secretary-education-
arne-duncans-remarks-state-edu

Yang, S.H. (2009). Using blogs to enhance critical reflection and community of practice. Journal
of Educational Technology & Society, 12 (2), 11-21. Retrieved from
http://www.jstor.org/stable/jeductechsoci.12.2.11

12