In the fall of 2006 I entered my first online class in the School of Information Science and Learning Technologies after participating in an interview with Dr. John Wedman.  I had two primary goals.  The first was to acquire a graduate degree that would enable me to facilitate effective learning at a college or university later in my career.  As the father of two young digital learners of my own, my second goal was personal.  I wished to develop a broad body of knowledge to better serve as an educator for my children.  I feel that I have accomplished both. Next year my daughter will be enrolled in a forth grade eMints classroom in Poplar Bluff.

The Technology in Schools program has allowed me to conceptualize a definition of meaningful learning through technology.  Online course participation and professional development through attendance at regional conferences such as the Midwest Educational Technology Conference (METC) has facilitated a greater understanding of active engagement in authentic learning tasks; articulation and reflection on personally and socially constructed meaning; collaboration in those tasks whenever possible; and most importantly, explored innovative avenues for self-directed learning. 

At forty years of age, I was educated with traditional approaches to education.  Many hours were spent reading outdated textbook chapters and answering the end of chapter review questions before taking an exam to determine if I understood, or more commonly, remembered the information. Rarely did I acquire new meaning from the material.  Dr. Jane Howland and Dr. Aimee Klimczak have consistently emphasized a learning philosophy grounded in a constructionist epistemology.  Throughout this program, I have examined new and exciting media to construct or make new meaning from interactions with the world. I have greater and delivered hands on presentations on a variety of educational technology subjects such as social bookmarking, WebQuests, collaborative writing, and photo sharing.

As an educator, I understand that I must give up some of my authority, especially intellectual authority, for an effective learning process to occur.  If I alone determine what the students are supposed to know, how they should know it, and how they will learn the new technology, then students may not reach their potential as intentional, constructive learners.  I understand that when students are asked to construct their own meaning from technology, they may embrace it and discover new applications for it. A collaborative effort with St. Louis University using video conferencing is a primary example of the potential for new technology.

I did not expect to become a technical expert in this program.  I did, however, coach the development of technical skills within my community and discover new tools to enhance learning.  As a product of a rural Midwest environment, these opportunities are especially motivating and I support Missouri’s efforts to expand broadband accessibility.  Tom March was a keynote speaker at my first METC in St. Louis.  His presentation was my first introduction to WebQuests and the first time I truly witnessed the power of technology for meaningful learning.  He spoke of the importance of the three “R’s” – rich, relevant, and real. I am especially pleased with my wildland fire WebQuest. I was able to incorporate much of my newfound knowledge for the benefit of others and a global audience. I have received requests outside the state of Missouri for more information and to serve as resource for real world feedback. 

As a Job Corps employee I understand the importance of using technology to engage active learning.  Many of our students did not complete a public school education.  The effective use of technology can be a vital tool for engaging and consequently retaining our students.  Although my career path is unclear, my own digital learners continue to excel.  The Technology in Schools program has exceeded my expectations and provided a solid foundation for a second career in post-secondary education.  I am grateful for the exceptionally helpful department faculty and their devotion to their profession.  I am looking forward to graduation in May 2010 but understand the program is not a means to an end.  Rather, it is a stepping stone to future self-directed learning.

Through collaborative efforts with Three Rivers Community College and the Poplar Bluf Public Library my studies have been beneficial to others within my community. I am currently exploring a new presentation about library Web 2.0 tools to be offered this spring. This presentation will supplement the offerings currently available through my Technology in Schools inspired Web 2.0 In the Know initiative. I hope to expand these offerings to other communities in southeast Missouri in the future. I am grateful to the University of Missouri for awarding me a scholarship through the Walter Scott Monroe Research Fellowship Fund which allowed me to finish my final coursework during the 2009-2010 academic year.

Artifact: Relationships in Teaching, Learning and Technology

Teaching, Learning and Technology Concept Map (.jpg file)

Teaching, Learning and Technology Concept Map (Inspiration 8 file)