"THE LONG AND WINDING ROAD"
By Melanie Hosbach Sesi
The journey along the road to my master’s degree has been a long, but adventurous one, with some twists and turns along the way. I began my journey in the spring of 2008 when I applied to Michigan State University’s Curriculum and Teaching program. Prior to beginning my coursework, however, I learned about the Master of Arts in Educational Technology option and decided to switch programs. Change can certainly be a good thing, and that became a common theme throughout my journey toward a Master’s degree. Not only did my program change entirely, the path I was planning on taking changed as well!
AND SO THE JOURNEY BEGAN…
Once I discovered the MAET program and that I could take courses online or face-to-face, I was so excited to begin. I love using technology and I learn well on my own, so I thought this would be the perfect program for me. I decided I wanted to complete the program as quickly as possible, but without overwhelming myself. CEP 810, 811, and 812 are the first courses one takes in the MAET program, and were offered in an accelerated format where each could be completed in 8 weeks. I chose to enroll in my first course, CEP 810 (Teaching for Understanding with Computers), in the spring of 2009. The plan was to take CEP 810 during the first half of the spring semester and CEP 811 (Adapting Innovative Technologies to Education) the second half. Then, I would take CEP 812 (Applying Educational Technology to Problems of Practice) during the first part of the summer semester. All three of these courses were going to be completed online. To give myself a break from the online format, I planned to complete the next three courses (CEP 800, 815, and 822) as a cohort that was offered on campus in East Lansing during the latter portion of the summer semester.
BACK TO THE BASICS
I learned some really interesting lessons in CEP 810, “Teaching for Understanding with Computers.” The focus of the course centered on what I viewed as the basics of technology, mostly educational applications of Microsoft Office. At first, I thought, “well this will be easy, I already know about Microsoft Word, Excel, and PowerPoint.” I almost got a little too confident about my abilities. Though I have used these programs many, many times, it was very helpful to get back to the basics and have to create specific educational applications with each. I continue to use each of these applications often, especially PowerPoint, and feel that I have gotten much better at creating quality, easy to read presentations.
My overconfidence with these apps became an issue, however, with the final assignment of the course, which involved developing a group presentation as part of a debate about technology in education. I volunteered to be the “collaborator” for my group, whose job it would be to combine everyone’s PowerPoint slides, along with sound files, into one final presentation. I thought that would be easy for me, given my experience with PowerPoint, but I was wrong! This project was a nightmare! I could not get the files to merge properly, especially the sound files. Each person in the group was using either a different operating system or different version of PowerPoint. I spent so much time and energy on this project, and I wanted to rip my hair out. I was calling my group members nightly, as well as the course instructor. It took a lot of work, and a lot of stress, but we finally completed the presentation. It is because of this experience that I am so thankful to have discovered programs like Google Docs and the concept of “cloud” computing. Google Docs provide the type of format that is perfect for online collaboration. I feel as though I can appreciate the user-friendly nature of Google Docs in such a way that will make me a good proponent of using it in the classroom. I know firsthand how difficult collaboration can be, especially online in an environment where I have not met those with whom I am working, so I know how important it is to utilize programs like Google Docs and support their use in schools.
EVERY JOURNEY HAS ITS ROADBLOCKS
Once I completed CEP 810, I began my work in CEP 811, also online, in March 2009, but then the major roadblock hit. I had been having chronic headaches for a few months and they were starting to occur more frequently and with more intensity. Not only did lights and loud noises bother me, but so did the glare of a computer screen. I tried so hard to complete my assignments for CEP 811, but every time I pulled out my laptop, it was not more than a few minutes before I was squeezing my eyes shut and holding my head in pain. The major assignment I was trying to figure out was the StAIR (Stand Alone Instructional Resource) project. The pain prevented me from being able to even figure out what any of the assignments were, let alone to spend time completing them. I struggled so much that I knew I had to do something.
After a series of medical tests, failed pain management strategies, and doctors appointments, I was diagnosed with a rare brain disorder called a Chiari Malformation and scheduled for brain surgery at Johns Hopkins Hospital on April 27, 2009. I was given a medical deferment by MSU, and put my coursework on hold. I thought, “So much for completing my master’s as quickly as possible, and goodbye East Lansing plan.”
After a (relatively) speedy recovery, I was back to work on my coursework in the summer of 2009. I chose to take CEP 811 and 812 in a face-to-face format so I could work more closely with an instructor and peers, and maybe take some pressure off myself from staring at a computer screen trying to figure out what to do.
The first time I took CEP 811, and struggled to figure out what I needed to do, it was so difficult to accept that I was not able to learn independently as I always had been able to. I have always been the type of student who could teach herself and work through problems on her own. Through this experience, I learned it was not necessarily a bad thing to not be able to figure out all the answers myself and to need the help of others. As for the dreaded StAIR that I could not figure out before my surgery, with a little help from my instructor and peers I was able to figure out exactly what the assignment was and how to create it. I am so glad that I was able to create this resource as it is something I use often in my Civics classes.
I was really disappointed at first that my whole Masters completion plan had gone out the window, but it did not take long to realize that it was for the best.
A NEW ADVENTURE
As the summer of 2009 came to an end, I began planning for the next summer and discovered the overseas option for the MAET program. I decided to complete my next three courses (CEP 800-, 815, and 822) overseas, instead of on campus. I had always wanted to study abroad as an undergraduate student, but never did, so I knew this was going to be an adventure. I did not take any courses in the fall of 2009 or spring of 2010, but by June 2010, I was ready to dive into my next series of courses. I arrived in Rouen, France both nervous and excited. I did not know anyone else in the program, nor did I speak any French (and I still do not!) but I was looking forward to new experiences and opportunities.
The overseas cohort is divided into three groups, Year One, Year Two, and Year Three. Each group is in their own classroom Monday through Friday from 8:30 am until 3:30 pm (except class ended at noon on Fridays). Though we were in a foreign country with so much to see and explore, our primary focus was our coursework. Even after class ended, our projects involved many hours of both group and individual work time. This was the first time I had been a full time student since I was in my undergraduate program. It was nice to get back to a situation where my main focus was my schooling, instead of having to balance it with work, friends, family, maintaining a home, etc. It was also helpful that everyone in the program is in that same situation. We all knew that our first priority was our coursework, with socializing and sightseeing being secondary.
I also liked how everyone in the overseas cohort brought with them a different background and teaching context. Many people were from different countries like Australia, Lebanon, Egypt, and England and many teach in international schools in Japan, Korea, Germany, Oman, Mexico, etc. These varied experiences contributed so much to my own experience. I learned a lot from my fellow classmates, both in and out of the classroom. We shared daily “tech tips” and collaborated on daily theoretical discussions, a research project, and even put together and presented at a conference for education, leadership, and technology. It surprised me how much better I learned in this setting. I thought I was such an independent learner, but the benefits of group collaboration were great for me.
It still amazes me how much I learned in four short weeks in Rouen. At first I thought it was crazy to try to complete nine credits in such a short period of time. Of course, it helps that we were in class for seven hours a day, five days a week! I learned so much during this time that will be useful in both my career and personal life. I discovered new tools for web design that do not require the tedium related to linking every single file to a hosting space like the afs.msu server (thank you Weebly!!), as well as awesome new resources for finding various ed-tech tools (like Web Apps for Educators). I learned more about digital photography and how to take better pictures, as well as videos. I had very little experience with video editing prior to this cohort. I learned how to use Windows Movie Maker and features like how to cut footage and add pictures and text.
One of the most helpful things I learned in CEP 800/815/822 was the use of the Creative Commons resource. I was already aware of the importance of attributing credit to where it is due, but I had no idea that such a great educational tool was out there to make attribution that much easier. It almost seems too easy these days to violate copyright and fair use terms with the vast amount of knowledge and information on the web. Besides, who is going to know, right? I have known many people who have this attitude, and to be honest, I did, too until I learned about Creative Commons. Not only is it easy to find pictures, information, etc. that are legally able to be reproduced (and attributed to if necessary), but I feel like I am setting a better example for my students about honesty and integrity by advocating fair use guidelines. My students have a tendency to always go for the easy way out and tend not to value academic integrity. I strive to be a role model for both students and colleagues alike, and using Creative Commons is a great way to set an example.
Another really helpful tool I learned about is screen-casting through programs like Jing or Screencast.com, or Screencast-o-matic. I've seen many screen-casts as "how-to" videos and instructional materials and wondered how they were created. As someone who is not only a visual learner, but an independent one also, I appreciate the way a screen-cast lets me follow along, step by step, when learning a new software or program. Many of my students are independent visual learners, like me, so having the ability to create short, how-to videos that explain an assignment is an invaluable resource for me. I find myself answering the same questions over and over again for different students about how to do an assignment. If we are working on something on the computers, each student could watch the instructional video and have less questions and confusion.
Without a doubt, the overseas cohort had a major impact on my MAET experience and journey. I learned more about technology, education, and myself along this portion of my journey than any other. I am thankful for the experience, as well as the people I met.
COMMENCEMENT…A NEW BEGINNING
As I count down the days to graduation I cannot help but reflect upon the journey I have taken to get to where I am today, and smile at the memories and experiences I have enjoyed. Life does not always go as planned, but it has a tendency to work out in the end. I truly believe I would not be the person, or teacher, I am today without the MAET program. My family, friends, and colleagues are all very aware of my knowledge and skills in the area of technology, and seek out my advice and help often. It feels good to be recognized and looked to for help.
My commencement in May will be just that, a beginning of my next journey, one toward integrating technology more and more into my teaching. I look forward to figuring out more ways to utilize technology despite the constraints I have in my current teaching setting. And hopefully, the next journey will not be quite as physically painful, but just as mentally challenging and stimulating (if not more so) than the one I am on.
The journey along the road to my master’s degree has been a long, but adventurous one, with some twists and turns along the way. I began my journey in the spring of 2008 when I applied to Michigan State University’s Curriculum and Teaching program. Prior to beginning my coursework, however, I learned about the Master of Arts in Educational Technology option and decided to switch programs. Change can certainly be a good thing, and that became a common theme throughout my journey toward a Master’s degree. Not only did my program change entirely, the path I was planning on taking changed as well!
AND SO THE JOURNEY BEGAN…
Once I discovered the MAET program and that I could take courses online or face-to-face, I was so excited to begin. I love using technology and I learn well on my own, so I thought this would be the perfect program for me. I decided I wanted to complete the program as quickly as possible, but without overwhelming myself. CEP 810, 811, and 812 are the first courses one takes in the MAET program, and were offered in an accelerated format where each could be completed in 8 weeks. I chose to enroll in my first course, CEP 810 (Teaching for Understanding with Computers), in the spring of 2009. The plan was to take CEP 810 during the first half of the spring semester and CEP 811 (Adapting Innovative Technologies to Education) the second half. Then, I would take CEP 812 (Applying Educational Technology to Problems of Practice) during the first part of the summer semester. All three of these courses were going to be completed online. To give myself a break from the online format, I planned to complete the next three courses (CEP 800, 815, and 822) as a cohort that was offered on campus in East Lansing during the latter portion of the summer semester.
BACK TO THE BASICS
I learned some really interesting lessons in CEP 810, “Teaching for Understanding with Computers.” The focus of the course centered on what I viewed as the basics of technology, mostly educational applications of Microsoft Office. At first, I thought, “well this will be easy, I already know about Microsoft Word, Excel, and PowerPoint.” I almost got a little too confident about my abilities. Though I have used these programs many, many times, it was very helpful to get back to the basics and have to create specific educational applications with each. I continue to use each of these applications often, especially PowerPoint, and feel that I have gotten much better at creating quality, easy to read presentations.
My overconfidence with these apps became an issue, however, with the final assignment of the course, which involved developing a group presentation as part of a debate about technology in education. I volunteered to be the “collaborator” for my group, whose job it would be to combine everyone’s PowerPoint slides, along with sound files, into one final presentation. I thought that would be easy for me, given my experience with PowerPoint, but I was wrong! This project was a nightmare! I could not get the files to merge properly, especially the sound files. Each person in the group was using either a different operating system or different version of PowerPoint. I spent so much time and energy on this project, and I wanted to rip my hair out. I was calling my group members nightly, as well as the course instructor. It took a lot of work, and a lot of stress, but we finally completed the presentation. It is because of this experience that I am so thankful to have discovered programs like Google Docs and the concept of “cloud” computing. Google Docs provide the type of format that is perfect for online collaboration. I feel as though I can appreciate the user-friendly nature of Google Docs in such a way that will make me a good proponent of using it in the classroom. I know firsthand how difficult collaboration can be, especially online in an environment where I have not met those with whom I am working, so I know how important it is to utilize programs like Google Docs and support their use in schools.
EVERY JOURNEY HAS ITS ROADBLOCKS
Once I completed CEP 810, I began my work in CEP 811, also online, in March 2009, but then the major roadblock hit. I had been having chronic headaches for a few months and they were starting to occur more frequently and with more intensity. Not only did lights and loud noises bother me, but so did the glare of a computer screen. I tried so hard to complete my assignments for CEP 811, but every time I pulled out my laptop, it was not more than a few minutes before I was squeezing my eyes shut and holding my head in pain. The major assignment I was trying to figure out was the StAIR (Stand Alone Instructional Resource) project. The pain prevented me from being able to even figure out what any of the assignments were, let alone to spend time completing them. I struggled so much that I knew I had to do something.
After a series of medical tests, failed pain management strategies, and doctors appointments, I was diagnosed with a rare brain disorder called a Chiari Malformation and scheduled for brain surgery at Johns Hopkins Hospital on April 27, 2009. I was given a medical deferment by MSU, and put my coursework on hold. I thought, “So much for completing my master’s as quickly as possible, and goodbye East Lansing plan.”
After a (relatively) speedy recovery, I was back to work on my coursework in the summer of 2009. I chose to take CEP 811 and 812 in a face-to-face format so I could work more closely with an instructor and peers, and maybe take some pressure off myself from staring at a computer screen trying to figure out what to do.
The first time I took CEP 811, and struggled to figure out what I needed to do, it was so difficult to accept that I was not able to learn independently as I always had been able to. I have always been the type of student who could teach herself and work through problems on her own. Through this experience, I learned it was not necessarily a bad thing to not be able to figure out all the answers myself and to need the help of others. As for the dreaded StAIR that I could not figure out before my surgery, with a little help from my instructor and peers I was able to figure out exactly what the assignment was and how to create it. I am so glad that I was able to create this resource as it is something I use often in my Civics classes.
I was really disappointed at first that my whole Masters completion plan had gone out the window, but it did not take long to realize that it was for the best.
A NEW ADVENTURE
As the summer of 2009 came to an end, I began planning for the next summer and discovered the overseas option for the MAET program. I decided to complete my next three courses (CEP 800-, 815, and 822) overseas, instead of on campus. I had always wanted to study abroad as an undergraduate student, but never did, so I knew this was going to be an adventure. I did not take any courses in the fall of 2009 or spring of 2010, but by June 2010, I was ready to dive into my next series of courses. I arrived in Rouen, France both nervous and excited. I did not know anyone else in the program, nor did I speak any French (and I still do not!) but I was looking forward to new experiences and opportunities.
The overseas cohort is divided into three groups, Year One, Year Two, and Year Three. Each group is in their own classroom Monday through Friday from 8:30 am until 3:30 pm (except class ended at noon on Fridays). Though we were in a foreign country with so much to see and explore, our primary focus was our coursework. Even after class ended, our projects involved many hours of both group and individual work time. This was the first time I had been a full time student since I was in my undergraduate program. It was nice to get back to a situation where my main focus was my schooling, instead of having to balance it with work, friends, family, maintaining a home, etc. It was also helpful that everyone in the program is in that same situation. We all knew that our first priority was our coursework, with socializing and sightseeing being secondary.
I also liked how everyone in the overseas cohort brought with them a different background and teaching context. Many people were from different countries like Australia, Lebanon, Egypt, and England and many teach in international schools in Japan, Korea, Germany, Oman, Mexico, etc. These varied experiences contributed so much to my own experience. I learned a lot from my fellow classmates, both in and out of the classroom. We shared daily “tech tips” and collaborated on daily theoretical discussions, a research project, and even put together and presented at a conference for education, leadership, and technology. It surprised me how much better I learned in this setting. I thought I was such an independent learner, but the benefits of group collaboration were great for me.
It still amazes me how much I learned in four short weeks in Rouen. At first I thought it was crazy to try to complete nine credits in such a short period of time. Of course, it helps that we were in class for seven hours a day, five days a week! I learned so much during this time that will be useful in both my career and personal life. I discovered new tools for web design that do not require the tedium related to linking every single file to a hosting space like the afs.msu server (thank you Weebly!!), as well as awesome new resources for finding various ed-tech tools (like Web Apps for Educators). I learned more about digital photography and how to take better pictures, as well as videos. I had very little experience with video editing prior to this cohort. I learned how to use Windows Movie Maker and features like how to cut footage and add pictures and text.
One of the most helpful things I learned in CEP 800/815/822 was the use of the Creative Commons resource. I was already aware of the importance of attributing credit to where it is due, but I had no idea that such a great educational tool was out there to make attribution that much easier. It almost seems too easy these days to violate copyright and fair use terms with the vast amount of knowledge and information on the web. Besides, who is going to know, right? I have known many people who have this attitude, and to be honest, I did, too until I learned about Creative Commons. Not only is it easy to find pictures, information, etc. that are legally able to be reproduced (and attributed to if necessary), but I feel like I am setting a better example for my students about honesty and integrity by advocating fair use guidelines. My students have a tendency to always go for the easy way out and tend not to value academic integrity. I strive to be a role model for both students and colleagues alike, and using Creative Commons is a great way to set an example.
Another really helpful tool I learned about is screen-casting through programs like Jing or Screencast.com, or Screencast-o-matic. I've seen many screen-casts as "how-to" videos and instructional materials and wondered how they were created. As someone who is not only a visual learner, but an independent one also, I appreciate the way a screen-cast lets me follow along, step by step, when learning a new software or program. Many of my students are independent visual learners, like me, so having the ability to create short, how-to videos that explain an assignment is an invaluable resource for me. I find myself answering the same questions over and over again for different students about how to do an assignment. If we are working on something on the computers, each student could watch the instructional video and have less questions and confusion.
Without a doubt, the overseas cohort had a major impact on my MAET experience and journey. I learned more about technology, education, and myself along this portion of my journey than any other. I am thankful for the experience, as well as the people I met.
COMMENCEMENT…A NEW BEGINNING
As I count down the days to graduation I cannot help but reflect upon the journey I have taken to get to where I am today, and smile at the memories and experiences I have enjoyed. Life does not always go as planned, but it has a tendency to work out in the end. I truly believe I would not be the person, or teacher, I am today without the MAET program. My family, friends, and colleagues are all very aware of my knowledge and skills in the area of technology, and seek out my advice and help often. It feels good to be recognized and looked to for help.
My commencement in May will be just that, a beginning of my next journey, one toward integrating technology more and more into my teaching. I look forward to figuring out more ways to utilize technology despite the constraints I have in my current teaching setting. And hopefully, the next journey will not be quite as physically painful, but just as mentally challenging and stimulating (if not more so) than the one I am on.