ETEC 590: Graduating Project
Just under two years ago I began the MET program. Not knowing what to expect I attempted to prepare myself as much as possible, visiting the program’s Ning community introducing myself to others, sharing sharing and asking for others’ Twitter handles, and perusing the various discussions. All in attempt to get a better feel for what lay ahead. I remember my stomach filled with butterflies as I was logging into my first course. I was excited and anxious all at once. My main concern was going to be finding a balance between teaching full-time and completing my studies. Thankfully, with teaching in an alternate program, although our terms coincide with UBC’s, our classes begin one-two weeks after UBC’s. Not to say, I had that time to dedicate solely to MET, I still had new student intake and interviews to conduct at school. Which in many respects is far more overwhelming that planning lesson and teaching. However, the extra time at the beginning of each term did provide me with the opportunity to organize myself and my calendar for the term ahead.
My goal was to further my education and to learn how to meaningfully integrate technology into the classroom. Engaging my students in the process. The MET program offered me the chance to learn a valuable skill; how to effectively select technology for my classes. Throughout the past two years I have implemented new technology and new practices in my classes, while considering the types of learners I had. The diversity of the 21st century learner requires educators to leave behind the traditional methods of teaching and to become innovative in their practices. I have embraced this challenge and I have implemented daily practices that focus on student-centered learning, allowing them to take ownership.
Now that my Photographic Journey is coming to an end, I am able to look back and to admire all of the moments. Each course, each moment in time, was only a single photograph that helped me create my gallery wall. As I progressed through the MET program, I began to learn more about myself; not only as a student, but as an educator as well. As an educator, I learned that it’s alright to throw caution to the wind, trying something new that your colleagues do not understand. What is necessary is that when trying something new, it is based on a solid foundation of research, design, and learning theories. Admiring the finer details of the photographs, you are able to discover a variety of new digital tools, platforms, and resources to use in the classroom. What is more is the whole picture, when you stand back to look at all that you have learned you cannot do so without noticing your peers and your colleagues. Having educators to discuss what I was learning was crucial for me. These discussing allowed me to reflect more, building a deeper understanding of the content and examining my philosophies and practices as an educator. These reflections inspired me to become more confident in myself and my practices.
My goal was to further my education and to learn how to meaningfully integrate technology into the classroom. Engaging my students in the process. The MET program offered me the chance to learn a valuable skill; how to effectively select technology for my classes. Throughout the past two years I have implemented new technology and new practices in my classes, while considering the types of learners I had. The diversity of the 21st century learner requires educators to leave behind the traditional methods of teaching and to become innovative in their practices. I have embraced this challenge and I have implemented daily practices that focus on student-centered learning, allowing them to take ownership.
Now that my Photographic Journey is coming to an end, I am able to look back and to admire all of the moments. Each course, each moment in time, was only a single photograph that helped me create my gallery wall. As I progressed through the MET program, I began to learn more about myself; not only as a student, but as an educator as well. As an educator, I learned that it’s alright to throw caution to the wind, trying something new that your colleagues do not understand. What is necessary is that when trying something new, it is based on a solid foundation of research, design, and learning theories. Admiring the finer details of the photographs, you are able to discover a variety of new digital tools, platforms, and resources to use in the classroom. What is more is the whole picture, when you stand back to look at all that you have learned you cannot do so without noticing your peers and your colleagues. Having educators to discuss what I was learning was crucial for me. These discussing allowed me to reflect more, building a deeper understanding of the content and examining my philosophies and practices as an educator. These reflections inspired me to become more confident in myself and my practices.
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Stop Time
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Reflection
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Inspiring Theories
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Family Views
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A Wealth of Knowledge at the British Library
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Building Knowledge
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Captivating
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A Game of Chance
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Who Needs a Desktop?
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The ePortfolio:
The ultimate goal of my gallery exhibition is to reflect on how each one of the courses merge together, to create a gallery wall. It has been an enjoyable process, taking the time to mount and frame all my photographs from courses past and to hang them on a gallery wall. It was a time to embrace the SOUL concept; to slow down and to enjoy my photographic journey. To sit and enjoy a glass of wine, or a cold pint of beer, to share my moments in time with my friends and family. Moon (2001) suggests that with reflection, a deeper learning can occur which helps the student to process and to transform their ideas. Storing the knowledge away in a meaningful manner rather than simply memorizing the information. We “represent it to ourselves and learn from the re-processing” (Moon, 2001, p.6). It was the re-processing which had surprised me. I struggled in the beginning trying to decipher which class certain events transpired, slowly as I began making connections, more memories came flooding back.
At first I did not see the reason for use of a metaphor, I wondered why I could not simply let each course, each artifact, and reflection stand on its own. However, I quickly realized the affordances the metaphor provided. It allowed me to guide the visitors to the site in a linear fashion while maintaining the flexibility of exploring a non-linear path. Moreover, the use of the metaphor enabled me to have deeper reflections and strengthen my ideas. The metaphor forced me to connect my learning to the process of a taking a photograph, it helped me dive deeper into my MET journey, my Photographic Journey.
While I would now consider myself an intermediate photographer, I am in no way an expert. I will continue to be a lifelong learner as technology continues to evolve.
At first I did not see the reason for use of a metaphor, I wondered why I could not simply let each course, each artifact, and reflection stand on its own. However, I quickly realized the affordances the metaphor provided. It allowed me to guide the visitors to the site in a linear fashion while maintaining the flexibility of exploring a non-linear path. Moreover, the use of the metaphor enabled me to have deeper reflections and strengthen my ideas. The metaphor forced me to connect my learning to the process of a taking a photograph, it helped me dive deeper into my MET journey, my Photographic Journey.
While I would now consider myself an intermediate photographer, I am in no way an expert. I will continue to be a lifelong learner as technology continues to evolve.
