Where do I go now?

Where Do I Go Now

Here I stand at another educational milestone, reflecting on what has been achieved with my “knack” for technology, consecrated by enough learning to qualify for an advanced educational degree. Since beginning this voyage I have watched my son turn five and start his own journey in public education, using more technology at an earlier age then I could have ever imagined. I watched my wife double the size of her own business over and over again as she explores the world of Internet retail. I eagerly await the arrival of my first daughter and anticipate an exponential growth in technology as she begins her new journey of learning. I experienced social learning from a distance, tackled focused student objectives, fathomed presence in both literal and virtual contexts, planned for individual learning that is student-centered, separated math skills from learning skills, shared educational technology with others, and discovered myself as a teacher leader. I achieved a perfect 4.0 in all of my graduate classes and was invited to join the Phi Kappa Phi honor society. My journey has been packed with memorable moments, and looking back, the souvenirs of my travels bring many fond memories of the paths I have traversed.

But now is not the time to relax and reminisce about what has been. Now comes the difficult part of learning where I need to share with others the knowledge that I have gained from my journey. I can continue to develop the Professional Learning Community that began two years ago and use it as an open forum for developing best teaching practice. I will be an active participant in the 1:1 transition and be a resource for others to learn the power of educational technology. I must find a way to include non-school community members in technology adoption to aid the diffusion process and ultimately improve the learning environment for students. With the advancement of the Iowa Core Curriculum and renewed federal focus on improving education, the connection to community stakeholders is a vital link to sustainability of individual learning in Iowa through educational technology.

Over time these goals will change and evolve, but I too will change and evolve. To commit to a life of learning and continue to improve as a teacher is not an easy path, but a necessary one, and I am well prepared to navigate whatever the path that curriculum and instruction may turn out to be. A University of California-Irvine study found that effective use of educational technology depends most strongly on the human element—on having teachers and support personnel who have not only technical skills in using computers, but have practical pedagogical knowledge about designing challenging computer activities (Solomon, 2002). This moment may have been a destination three years ago, but now it is a leaping point from which I begin again. I know that I have improved my direction, but I have an obligation to help others experience direction.

Solomon, G. (2002). Digital Equity: It’s Not Just About Access Anymore. Technology & Learning. 22 (9), 18-20, 22-24, 26

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