Program Reflection: Before and After
Reflection (PDF)

Reflection on Master of Education, Ed Tech Program Completion                                                                        October, 2010

When I started the program in 2006, I was working in the Library Media Center of an elementary school where one of my ‘hats’ was technology training for teachers. My career plan was to stay in K-12 and pursue a district leadership position as a technology coordinator/trainer.  The Master of Education, Ed Tech program was aligned perfectly for me to take a step up in my K-12 educational technology career.  In the summer of 2007, however, I was offered and accepted a position in higher education as the educational technologist in the Faculty Center for Learning Development of the University of Hartford where I work today.

The courses I had already taken by that time included Theoretical Foundations of Ed Tech, The Computer as an Instructional Tool, What an Ed Tech Specialist Needs to Know, Instructional Design, and Research and Statistics in Education.  I had a great foundation at this point and most of my core courses under my belt.  So, with the change of direction from K-12 to higher ed for my career path, I decided to do the best I could with the next five courses to benefit my department and my position. My game plan was to learn as much as I could about best-practice teaching and learning in terms of educational technologies, Web 2.0 tools, addressing adults as learners, and distance education.

The rest of the program worked out well for this plan.  Telecommunications Across the Curriculum, and Creating New Environments for Learning helped me learn Web 2.0 tools, collaborative learning tools and skills, and participate in hands-on projects that I was able to use in real-life situations. For instance, in Telecommunications, we developed a plagiarism policy. Although the target audience was K-12, I was able to learn a lot about the topic in general. What I learned helped me answer questions faculty ask about plagiarism, e.g., ways to cut down on plagiarism. I might answer, ‘creative assignments’. Rather than a straight bio about a person, have students compose a letter to a friend from that person, or write a play in which that person would star. A lot harder for students to find something like that to plagiarize.

In Creating New Environments for Learning we blogged and created a wiki, created a podcast, started a social bookmarking account (I used Delicious), used RSS feeds on our iGoogle page and much more.  I continue to use a lot of my learning from that class for greater productivity in my job today and we continue to teach faculty these tools as it relates to teaching and learning and Internet research skills. The last two courses I took led directly to designing and delivering a hybrid course to prepare faculty to teach online here on campus.

            I would like to finish by saying that the instructors for most of my courses were exemplary, but a phenomenal amount of information and learning came from my classmates in discussion board posts, presentations, group work, and general collaboration.


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