Introduction
Welcome to my web site. As I have progressed through my classes in the Technology Integration Program (TIP) at the University of Georgia (UGA) many things have happened in my life. When I began in May 2003 I was busy finishing up the school year. We then jumped into session I classes and were swamped with work. The next fall, my son began his senior year in high school. Now, a year later, fall 2004, my son and daughter are both away at college and my husband and I have moved to Louisville, Kentucky. Whatever is in store for me is sure to be good. I eagerly await beginning a new job after we are settled in our new house.
Philosophy
As Papert Seymour states: "The constructivist believes that learning happens best when it is self-directed. Piaget popularized the slogan: "To understand is to invent.' The role of the teacher is to create the conditions for invention rather than to provide ready-made knowledge. " I believe in creating an environment that invites the student to invent for themselves while offering support and encouragement as well as the resources necessary for success.
Family History
I have a husband of twenty five years and two children, ages 21 and 19. Our children attend Auburn University in Auburn, AL. My husband and I have just recently moved from Atlanta to Louisville, KY where the grass is green and there are many rolling hills. Having grown up near Buffalo, NY it feels good to be a bit further north. I grew up on a farm in Perry, NY with my ten siblings. There was always something that needed to be done. This upbringing helped shape my hearty work ethic and sense of responsibility.
ISTE Standards
The International Society for Technology in Education has developed a set of standards for Technology Leadership that I have adopted in my studies. Each course I have taken has the correlating standards identified and samples of work have been represented. To view the Technology Leadership standards click here.
Reflection Statement
At the time I applied to the University of Georgia’s TIP program I was working in a private school teaching computers to kindergarten through fourth graders. In addition to classroom responsibilities, I was constantly being asked to develop and implement technology integration training for teachers. I found these pursuits to be very enjoyable and decided I would like to return to school for additional training myself.
The TIP program goals were closely aligned with my goals of continuing to design and write classes for adults as well as children. The design of the program was in keeping with my philosophy of learning. I was originally drawn to the program because of the structure of the courses and the hands-on approach to learning. Based on my experiences in the classroom I felt one of my strongest attributes was the ability to work with multiple levels of users. I can easily relate to students and adults and make them feel comfortable. Once that comfort zone is established, students are able to meet with success.
The biggest difficulty I encountered during my studies was being able to keep up. The courses in the summer were very intense. At certain times during the semesters, of course, we were slammed with work both at school and at UGA. It took discipline and careful planning to stay on top and feel like neither pursuit was being shortchanged. Now looking back on the experience I am grateful to have gone through it and proved to myself I could do it. I feel proud for having accomplished something so challenging. Also, it enhanced the educational experience by being fully immersed in my job and applying newly acquired skills.
As a result of having gone through the program I feel much more qualified to seek a position that will utilize my instructional design skills as well as my technology integration skills. Overall, the program afforded me the opportunity to gain a greater understanding of the political workings of an organization and how to influence change in a positive manner. While the work level had a direct correlation to the level of intensity, I surprised myself by how much I was able to accomplish. As a result, my confidence level has been greatly improved. In addition, I really enjoyed all the group work. It is the positive group experiences that I will carry with me into the work place and try to recreate.
As of right now my plans for future learning include continuing to improve my skills by first, applying my newly learned skills in a new job. Secondly, continuing membership in ISTE and any local organizations that I locate in Kentucky. Thirdly, by keeping current in the field by reading professional journals, visiting websites, and communicating with my peers.
There are a number of recommendations for improvements to TIP program that have been addressed throughout the course of our cohort. The sequence of courses was a source of frustration. We began our studies with EDIT 6000 Special Problems and EDIT 6170 Introduction to Instructional Design. Special Problems was the weakest class in the entire program. I recommend redesigning the class in such a way that most of what is covered would be hands-on. The content was difficult to relate to until we tried to use it.
Introduction to Instructional Design was a very intense class. It would be better to offer this in the fall along with EDIT 6190 Design and Development Tools. The first summer I would recommend Special Problems and EDIT 6100 Introduction to Instructional Technology.
I felt 6200 and 6400 went well side-by-side. That semester made sense to me. The following summer we took EDIT 6320 Information Technology and EDIT 7320 Research in Schools.
While I enjoyed the content of 6320 the instructor didn’t seem to know enough about our frame of reference and needs. We were a different audience than who the class was originally designed for. Also, the content is something that should be addressed during the school year when people have access to curriculum materials and teachers. The timing of this course imposed some obstacles that should be avoided in the future. I recommend offering this class the second spring in the program. See the table below for program sequence recommendations.
Semester |
Course I |
Course II |
Summer (1) |
EDIT 6000 |
EDIT 6100 |
Fall (1) |
EDIT 6170 |
EDIT 6190 |
Spring (1) |
EDIT 6200 |
EDIT 6400 |
Summer (2) |
Elective |
EDIT 7320 |
Fall (2) |
Design Class |
EDIT 7500 |
Spring (2) |
EDIT 6320 |
Elective |
A huge improvement to the program would be the development of assessments. This is especially applicable to the electronic portfolio. Since we have incorporated the ISTE Leadership standards, I recommend adopting their rubrics and promoting their use. ISTE also offers a matrix to be used by candidates as they prepare a portfolio for review. These would be excellent resources to offer.
Once I discovered these resources, I tried to incorporate them as much as possible into the requirements for our portfolio. Unfortunately, it was my fourth semester before their importance was emphasized and adherence to their objectives was encouraged. To begin the program with the end in mind would be beneficial to all. This would help standardize the program and artifacts.
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