Iterations
Teaching, Technology, and Practice
When I was learning to throw pottery on the wheel, I hated it. I had started my journey into pottery with a handbuilding class. The wheel was a lot more difficult and I did not like how unpredictable it was. I told a friend that I was going to learn to throw so that I could check that off my list, but once I had learned, I would not ever do it again! I practiced many hours a day, all with the goal of being able to finally leave throwing behind. As I practiced, I learned more and more about how clay moved, how to mold it to my will, and how much water and speed was needed for each step. The more I learned, the more I wanted to try new techniques, new clays, and new forms. I was hooked.
When I entered the MET program, I was overwhelmed by the vast new vocabulary, and tools that I was exposed to. It took a lot of practice, and there were many opportunities to construct both knowlege and teaching tools. Researching, writing, and creating teaching tools provided me with multiple ways to build skills and become more with comfortable technology. And now, I am hooked!
For auditory learners, these videos provide an audio version of the text.
For auditory learners, these videos provide an audio version of the text.
Artifacts
From Pinchpot Pigs to Pedagogy
This artifact is a stop motion film I created for ETEC 510: Design of Technology-Supported Learning Environments. In order to teach Marx’s (1981) concept of commodity fetishism, I used stop motion video to illustrate how objects are often viewed as ‘things’ that are separate from human creativity or intervention. This aligned with Goal 2, as I explored tools to create stop motion videos (I used Stop Motion Studio). This was a useful pedagogical tool for creating an interesting tool to teach Marxism! To view this project and to read about how this relates to my SMART Goals, click the Pinchpot Pig above.
For auditory learners, these videos provide an audio version of the text.
Putting Theory into Practice
This artifact is a paper that was written for ETEC 580: Directed Study/Problems in Education, The course involved working as a research assistant for the Canadian Digital Learning Research Association (CDLRA). I had access to and analyzed data from the CDLRA 2022, Spring Survey. This project highlights my learning and growth in all three of my SMART Goals, as the focus was on EDIDA, the practice allowed me to experiment with new tools, such as NVivo (qualitative data analysis) and drew on theories that align with my commitment to constructivism and EDIDA. To view this paper and to read about how this relates to my SMART Goals, click "Praxis" above.
For auditory learners, these videos provide an audio version of the text.