Oh the Places I will go!
Linnea Czerney
It seems as though, whenever I approach an ending, apprehensive of the next beginning, I find myself curled up reading Dr. Seuss. Oh the Places You’ll Go! has accompanied me at every graduation, every accomplishment, causing me to reflect on the places I have been. It is then that I realized all the places I have left to go and all that remains unseen. It is naturally a book of reflection, one to make you think of your potential, but also your pitfalls and challenges. No journey is 100% easy, simple, and straight-forward, there are inevitably always twists and turns along the way. My Masters has been no exception. To begin, I moved away from everything I had ever known, started a new job, in a new city, in a new state, in the south - of all places! So I ventured off and became a teacher.
Congratulations! Today is your day. You’re off to Great Places! You’re off and away! You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You’re on your own. And you know what you know. And YOU are the guy who’ll decide where to go.
And go I did! I went from Michigan to Mississippi to North Carolina, trying to find my place. Upon graduating from college, I was ready for the world! I joined Teach for America and ventured out of the mitten; bound to be the best of the best, speeding to my future classroom. I was truly on my own, and not in such a great place, but knew I controlled my direction. It was then in the whirl and twirl of the classroom that I slowed down to think, now what? How could I be a Master in My Daily Work? How will I grow the brains in my head? I had always been a student, always been a learner, how could I learn now that I am the teacher? The only answer – earn my Masters. Throughout undergrad I had been on a roll, I had large course loads and great GPAs, I had momentum and was afraid to lose it. At this time, I applied for the Masters of Arts in Educational Technology through Michigan State University. Joyfully, I was accepted and began the 2.5 year journey.
Out there things can happen and frequently do to people as brainy and footsy as you. And then things start to happen, don’t worry, don’t stew. Just go right along. You’ll start happening too.
My very first class was exactly what I hoped for. In Adapting Innovative Technologies in Education (CEP 811), I had a wonderful professor who supported me and helped me to grow, not just in technology, but in my thinking and my teaching. Things started to happen! I was back with inspiring colleagues who wanted to make their classrooms a better place, and technology was a great way to do it! From the very first unit, I was prompted to consider "What is a teacher?" In my mind, I had a schema of what I had seen as teaching and what I had learned during my undergraduate degree. While in this course, I got back to blogging and my eyes were opened to all sorts of resources available to help my brains grow. I was introduced to Universal Design Learning Principles, and the ways in which technology planned for certain students, could really help them all.
In one of the units, we began using and contributing to MERLOT and creating webquests. It was in this unit that we were asked to begin evaluating tools. Through my very first course, I was asked to think critically about the tools I was using in my classroom. During my undergrad, there had been plenty of discussion about evaluating websites and sources for accuracy, but in teaching I had not been asked to think so deeply about the materials I used with my students. Everything that is published is not necessarily of high quality nor research based. The same applies to technology tools; we often get swept up in the "Cool Tool" epidemic. I myself was very guilty. I would find a tool and use it the next day, without really questioning its purpose or if this was the best for my students. Through a variety of readings and exercises, we were taught that part of your job as a teacher is to make sure you are using instructional time wisely, which means choosing the best tools for your students. This course also exposed me to a Professional Learning Community that I could rely on for quality evaluations and creations of tools. My greatest take-away was on the importance of evaluating the tools and resources you use. This was then reinforced later in the program, specifically in CEP 815, when I realized that I had previously been limited to very instrumental thinking rather than missional thinking. Instrumental thinking focuses on the use of a tool, whereas missional thinking requires the individual to start with their goal for the assignment and then choose a tool that fits the purpose. Even in my goals for this program, I wanted a surplus of tools and resources, but what I learned I needed were those tools that made the greatest impact with my students. Sometimes, less is more if it is of high quality.
Little did I know, the concepts introduced in this class would continue throughout my Masters. As learners, we created, we reflected, we shared; this was everything I hoped my Masters would be. We looked at countless online tools and I felt empowered once again, and ready to tackle the remainder of my first year. This provided me with the confidence and engagement to persevere through my Masters.
In one of the units, we began using and contributing to MERLOT and creating webquests. It was in this unit that we were asked to begin evaluating tools. Through my very first course, I was asked to think critically about the tools I was using in my classroom. During my undergrad, there had been plenty of discussion about evaluating websites and sources for accuracy, but in teaching I had not been asked to think so deeply about the materials I used with my students. Everything that is published is not necessarily of high quality nor research based. The same applies to technology tools; we often get swept up in the "Cool Tool" epidemic. I myself was very guilty. I would find a tool and use it the next day, without really questioning its purpose or if this was the best for my students. Through a variety of readings and exercises, we were taught that part of your job as a teacher is to make sure you are using instructional time wisely, which means choosing the best tools for your students. This course also exposed me to a Professional Learning Community that I could rely on for quality evaluations and creations of tools. My greatest take-away was on the importance of evaluating the tools and resources you use. This was then reinforced later in the program, specifically in CEP 815, when I realized that I had previously been limited to very instrumental thinking rather than missional thinking. Instrumental thinking focuses on the use of a tool, whereas missional thinking requires the individual to start with their goal for the assignment and then choose a tool that fits the purpose. Even in my goals for this program, I wanted a surplus of tools and resources, but what I learned I needed were those tools that made the greatest impact with my students. Sometimes, less is more if it is of high quality.
Little did I know, the concepts introduced in this class would continue throughout my Masters. As learners, we created, we reflected, we shared; this was everything I hoped my Masters would be. We looked at countless online tools and I felt empowered once again, and ready to tackle the remainder of my first year. This provided me with the confidence and engagement to persevere through my Masters.
You won’t lag behind, because you’ll have the speed. You’ll pass the whole gang and you’ll soon take the lead. Wherever you fly, you’ll be the best of the best. Wherever you go, you will top all the rest
I found myself soaring in my Masters and creating excellent work, not only for myself, but for my students as well. Through the MAET program, I was being recognized in my school for my technology knowledge; it gave me skills that many teachers were seeking. I was on a roll, one class, then another, then two more! There was no stopping me now, I was the best of the best. In my Approaches to Educational Research (CEP 822), I worked closely with my instructor, Danah Henriksen, to find an applicable topic that was in direct need to not only my classroom, but my school.
We were lacking a writing program, so I began to research the work behind writing programs and the support for student need of proficient writers. This was an issue that had plagued me my entire first year of teaching, and empowered me to take the final product to my principal the following year. This course was well developed as we progressed through the research. I began with a plethora of readings, and just as I had done in CEP 811, I evaluated them and applied them to my focus. For the first time, I was reading research by Nancy Atwell, Mark Dressman, Donald Graves, Lucy Calkins and more. There was endless research on the importance of teaching writing; yet it was as if my school district was ignoring all of it. Students needed the skills to be able to communicate any knowledge they acquired during their education. Writing is in everything we do. "Writing is the format through which thoughts, understanding, and opinions are published and shared and for too long, writing has been pushed aside in the classroom to allow for more instruction time for math and reading."This was the basis of my Literature Review. Not only were we given the time to research a problem of interest and relevance to us, this was a course that really challenged you to take the steps through that research as you would prepare for publication. This was an excellent opportunity for me to learn the process, and prepare to make a different in my school. Throughout the entire process, we were given feedback and assistance to make a difference. I received a letter of recommendation from Danah Henriksen, and in her feedback for the course she stated “Linnea, this is an exciting and interesting plan of research. Probably one of the most viable and “thought-through” plans I’ve seen. One that I could see generating both valuable findings and future questions…” I had topped all the rest!
We were lacking a writing program, so I began to research the work behind writing programs and the support for student need of proficient writers. This was an issue that had plagued me my entire first year of teaching, and empowered me to take the final product to my principal the following year. This course was well developed as we progressed through the research. I began with a plethora of readings, and just as I had done in CEP 811, I evaluated them and applied them to my focus. For the first time, I was reading research by Nancy Atwell, Mark Dressman, Donald Graves, Lucy Calkins and more. There was endless research on the importance of teaching writing; yet it was as if my school district was ignoring all of it. Students needed the skills to be able to communicate any knowledge they acquired during their education. Writing is in everything we do. "Writing is the format through which thoughts, understanding, and opinions are published and shared and for too long, writing has been pushed aside in the classroom to allow for more instruction time for math and reading."This was the basis of my Literature Review. Not only were we given the time to research a problem of interest and relevance to us, this was a course that really challenged you to take the steps through that research as you would prepare for publication. This was an excellent opportunity for me to learn the process, and prepare to make a different in my school. Throughout the entire process, we were given feedback and assistance to make a difference. I received a letter of recommendation from Danah Henriksen, and in her feedback for the course she stated “Linnea, this is an exciting and interesting plan of research. Probably one of the most viable and “thought-through” plans I’ve seen. One that I could see generating both valuable findings and future questions…” I had topped all the rest!
Except when you don’t. Because, sometimes, you won’t. I’m sorry to say so but, sadly, it’s true that Bang-ups and Hang-ups can happen to you.
In my second year of teaching, my plate began to spill over. I had taken on more than I could handle, and I had a few Bang-ups and Hang-ups. My school had agreed to allow me to be self-contained and teach all subjects. This was new, exciting, and our school was changing, I began to question if I could keep up. So I pressed pause. Fall came and went, without me in a course. It was astonishing how much I missed the discourse and extension of learning in my Masters. My Masters had been so much of what motivated me, I found a drive during the courses to be a better teacher, a better colleague, and a better professional. I did not realize the effect being an active learner really had on the quality of my instruction.
So in the Spring, I jumped right back in with two courses that were incredible impactful on my teaching; I could not wait to use what I was learning. At this time, I was enrolled in Learning Math with Technology (CEP 805) and Teaching Students Online (CEP 820). These courses were well designed in that we learned by doing; they were not courses through which we read and wrote, but by the end of the semester we had created tools to use for our students. This was a major shift in my learning. Previous courses had been primarily based on reading, reflecting, and evaluating. Although these were components in CEP 805 and CEP 820, the main goals were to produce a tool in the end that could be utilized and shared.
In my second year of teaching, I was finally given the opportunity to teach math. With this in mind, I decided that my focus in these courses would be on my math instruction.Through CEP 805 we would collaboratively with colleagues in similar grade levels. I was placed in an elementary group with a variety of teachers in different grade levels and location. It was an excellent opportunity again to network and extend my own learning. Once again, it was critical to utilize my understanding of the importance of evaluating tools before using them with students. During my undergraduate degree, I had one upper level course about the instruction of math, so I still had so much to learn. The readings for this course were from NCTM: Principles & Standards of School Mathematics. Our learning was paced as we progressed through the various strands of math instruction. However, it was never just reading, we discussed and evaluated tools to assess, teach, or practice each of these skills at our intended level. These evaluations were then shared with our group, and we received feedback on our evaluation. This was an opportunity with our colleagues to discuss tools and be reflective upon our instructional tools. Many of these I tested out after evaluation with my students; it was incredible to see their engagement with the technology resources. These online resources were able to provide the repeated practice and reteaching that my students truly needed. Parents were responsible to the tools I shared with them, and I was able to see growth in students' understanding. All of these tools were them compiles into a site, MathTools, for me to be able to use and access my evaluations, as well as those of my classmates for years to come. We were not asked to write papers that would not be read after the end of the semester. Learning is so much more impactful when put into practice and preserved in a way that can be used in the future. This application of our learning was so important; progressing through the course, I knew exactly why I was putting time into the assignments.
To build upon the learning from CEP 805, I developed an Online Course for CEP 820 to aid their math review for our End of Grade Test. In CEP 805, I was pushed to really think about the way in which math should be taught, and how technology could aid that instruction. We looked at authentic math situations, and countless math tools. It was the combination of these two concepts that truly built my online math course. This course combined my learning of math, with pedagogical knowledge that students needed to engage in discussion, have a variety of learning tools to meet learning styles, provided repeated math practice, and so much more. My students were more engaged than ever! We had just begun 1:1 iPads and my students were using the tools continuously throughout math class and as a resource at home. It could not have been a better application of the material I was learning to enhance my teaching.
The greatest effect from these courses came from the fact that I took them together. I feel that if I had not had CEP 805 and CEP 820 in the same semester, my learning would not have been as significant. It was amazing for me to see how applicable this Masters program was proving to be in my teaching and my students learning. I truly feel that in completing my MAET, I am servicing not only myself, but my colleagues, students, and their parents as well. These courses were a catalyst in affecting the way in which I teach math. The readings for CEP 805 pushed my thinking in the way that students learn, practice, and should be assessed in math. Simultaneously, I felt more prepared for teaching the Common Core Standards in math and creating purposeful lessons. As the end of the year and my Masters drew near, I found I was a much more confident and competent teacher than I had been to begin my career.
So in the Spring, I jumped right back in with two courses that were incredible impactful on my teaching; I could not wait to use what I was learning. At this time, I was enrolled in Learning Math with Technology (CEP 805) and Teaching Students Online (CEP 820). These courses were well designed in that we learned by doing; they were not courses through which we read and wrote, but by the end of the semester we had created tools to use for our students. This was a major shift in my learning. Previous courses had been primarily based on reading, reflecting, and evaluating. Although these were components in CEP 805 and CEP 820, the main goals were to produce a tool in the end that could be utilized and shared.
In my second year of teaching, I was finally given the opportunity to teach math. With this in mind, I decided that my focus in these courses would be on my math instruction.Through CEP 805 we would collaboratively with colleagues in similar grade levels. I was placed in an elementary group with a variety of teachers in different grade levels and location. It was an excellent opportunity again to network and extend my own learning. Once again, it was critical to utilize my understanding of the importance of evaluating tools before using them with students. During my undergraduate degree, I had one upper level course about the instruction of math, so I still had so much to learn. The readings for this course were from NCTM: Principles & Standards of School Mathematics. Our learning was paced as we progressed through the various strands of math instruction. However, it was never just reading, we discussed and evaluated tools to assess, teach, or practice each of these skills at our intended level. These evaluations were then shared with our group, and we received feedback on our evaluation. This was an opportunity with our colleagues to discuss tools and be reflective upon our instructional tools. Many of these I tested out after evaluation with my students; it was incredible to see their engagement with the technology resources. These online resources were able to provide the repeated practice and reteaching that my students truly needed. Parents were responsible to the tools I shared with them, and I was able to see growth in students' understanding. All of these tools were them compiles into a site, MathTools, for me to be able to use and access my evaluations, as well as those of my classmates for years to come. We were not asked to write papers that would not be read after the end of the semester. Learning is so much more impactful when put into practice and preserved in a way that can be used in the future. This application of our learning was so important; progressing through the course, I knew exactly why I was putting time into the assignments.
To build upon the learning from CEP 805, I developed an Online Course for CEP 820 to aid their math review for our End of Grade Test. In CEP 805, I was pushed to really think about the way in which math should be taught, and how technology could aid that instruction. We looked at authentic math situations, and countless math tools. It was the combination of these two concepts that truly built my online math course. This course combined my learning of math, with pedagogical knowledge that students needed to engage in discussion, have a variety of learning tools to meet learning styles, provided repeated math practice, and so much more. My students were more engaged than ever! We had just begun 1:1 iPads and my students were using the tools continuously throughout math class and as a resource at home. It could not have been a better application of the material I was learning to enhance my teaching.
The greatest effect from these courses came from the fact that I took them together. I feel that if I had not had CEP 805 and CEP 820 in the same semester, my learning would not have been as significant. It was amazing for me to see how applicable this Masters program was proving to be in my teaching and my students learning. I truly feel that in completing my MAET, I am servicing not only myself, but my colleagues, students, and their parents as well. These courses were a catalyst in affecting the way in which I teach math. The readings for CEP 805 pushed my thinking in the way that students learn, practice, and should be assessed in math. Simultaneously, I felt more prepared for teaching the Common Core Standards in math and creating purposeful lessons. As the end of the year and my Masters drew near, I found I was a much more confident and competent teacher than I had been to begin my career.
The Waiting Place… for people just waiting. Waiting for a train to go, or a bus to come, or a plane to go, or the mail to come, or the train to go, or the phone to ring, or the snow to snow, or the waiting for a Yes or No, or waiting for their hair to grow. Everyone is just waiting.
I was almost finished, just a little left to go, but then what? Again, I took a break, took part of the summer off, wanting to stretch out my Masters as much as possible. Throughout MAET, I had discovered that to have the greatest impact and learning from a course, I needed to interact with students to practice my learning. The course I had taken over the summer were still excellent because they were primarily focused on me as a researcher and learner. However, the courses that were directed for teaching and student implementation, I found I needed my students in order to gain the most from those courses. A larger part of me wanted this program to never end, the other part was waiting, waiting for my diploma, waiting for my Masters to be completed, waiting for another beginning, just waiting.
No that’s not for you!
There are points to be scored. There are games to be won. And the magical things you can do with that ball will make you the winning-est winner of all. Fame! You’ll be as famous as famous can be, with the whole wide world watching you win on TV.
As I now near the end of my Masters, I have not had the whole wide world watching me win on TV, but I do feel that there are many people who won because of this program. Discussing with colleagues, we are equally qualified and better teachers because of what we have learned. My students and coworkers have scored from the thinks I can think! In the final weeks I realize how far I have truly come in my view of myself as a teacher and as a learner. Learning is a lifelong mission, one that may never reach completion. I have found that the day teachers stop learning and seeking information is the day they should retire. MAET has taught me countless lessons, but most importantly it has taught me to evaluate resources, seek to engage my students, and the greatest impact of all, structuring lessons and instruction utilizing the TPACK model. It is not enough to have technology; it is in the way that you teach using that technology that makes a difference. Through online learning, I have been able to achieve my goals and continue my learning. I only hope that I will be able to do the same for my students in their education. As I reflect over my learning, I know it is To be continued… My learning is nowhere near over, and again, I have only begun. I may be famous, I may still have many magical things to learn, and there is still plenty of winning left to do!
And will you succeed? Yes! You will, indeed! (98 and ¾ percent guaranteed.) Kid you’ll move mountains!
So… be your name Buxbaum or Bixby or Bray or Mordecai Ali Van Allen Linnea, You’re off to Great Places! Today is your day! Your mountain is waiting. So… get on your way!
*words adapted and paraphrased from Dr. Seuss, Oh the Places You’ll Go! (1990).