Dancing My Way Forward

My Future as a Learner Christopher Clark

Two years ago I began online classes at Michigan State for a graduate degree in education. My intentions were to fill the void I felt I had in literacy & technology teaching, learning, and integration within my classroom. Reflecting on the experience at Michigan State is much different than reflecting on my time spent earning a bachelors degree in education (science and mathematics concentrations). The learning environments couldnt be more different, where my bachelors encompassed a typical (if not viewed as classical) education with face-face meetings, whole group conjecture, and instant gratification upon discussions. My graduate degree has been completely online - having never met the people in my classes (outside of two colleagues I work with who are also in the program), posting online, video conferencing and collaborating through programs such as Google Docs. However different the environments were, the outcomes for learning were similar, differing only in my character as an early adult and an older, more experienced learner. Experiencing both an education completely online and with physical meetings provides a unique vantage point for learning, more specifically the benefits of, purposes for, and reasons why varying environments for acquiring knowledge are important to foster lifelong learning. There have been few topics in my life where I had an overwhelming urge to continue learning on my own until I became involved in my own education through the graduate degree. Most of the learning I take ahold of is rooted in my personal interests, hobbies, family, or friends. I find that learning is experiential - with knowledge and the individual constantly seeking rhythm, or a dance with one another. This is to say I believe learning is the dance, knowledge the song, and the learner is finding their rhythm in it all. Being forced into the dance of online learning

has broadened my vantage of what songs I choose to listen to and learn about. I seek out knowledge beyond the usual topics found within my small circle of friends, family, and interests as I have come to appreciate, however distant the connection might be, that all knowledge is connected it enhances our understanding of the world. So, how do I continue forward? As different cultures have unique traditions they hold sacred and pass down to new generations, so does the culture of learning. I so much appreciate the vantage of learning in a room full of people, online, and self-guided that I will continue to seek out knowledge from all environments making myself aware that one can learn ANYWHERE. Im not sure if everyone feels this way, but as I conclude my masters program I dont feel like a master of education. It is important to note that I, and more importantly, the kids I teach have benefitted greatly from the courses taken at MSU. The previous statement isnt to say how dissatisfied I am with the program. Rather, I feel like an unsaturated sponge ready for more. When I think of the meaning behind the word master in education an image of myself certainly is not the first thing to pop into my head. So this, this appreciation for the unknown, the knowledge I have yet to soak in, and the experiences I have yet to live is what I am moving forward toward. I had the pleasure of participating in the 2013 National Science Teachers Association conference last year and it opened my eyes to knowledge in the world of science education I have yet to tap into. I met educators from across the country ready and eager to learn more for the benefit of their kids. This conference was much different than ones I had been to previously this one was worthwhile! I will continue to be a member of the NSTA, attending local and national conferences when possible. I am an avid reader of Science Scope, finding invaluable learning opportunities in it as well as all forms of prose directly relating or unrelated to science content. Literacy learning and the creation of unique prose enables us to become master dancers of

learning. If I have learned nothing else from the graduate program that I will carry over with me to the future it is MAKING time for reading and writing in my life. I am a slow reader, but I love to read when given the opportunity. It allows people to find their own voice through the stories, characters, and settings found in the text that comes alive in our own world. I have always felt confident with technology; I am 30 years old and am blessed to say I cannot remember a time in my life without technology. The more challenges I have had to solve the more experience and knowledge I have acquired that is centered on technology. Profiency for the use of technology did not equate to technology pedagogy and content knowledge or TPACK. Over the course of the past two years in the graduate program I love how simple technology in my life has become, and that has to due in part to the online graduate program. Over the past two years in our personal home: Ive gotten rid of our clunky HP desktop Acquired reasonably priced laptops, external hard drives, wireless keypads, mouse, and numerical keyboards Gone completely wireless for our printing needs Finally joined skype!

While this doesnt directly translate to newly found educational technology pedagogy, the program has forced me to rethink my ideas of implementing technology into the classroom. I am constantly asking myself first What outcomes for content learning need to be addressed? and then How can technology consistently address the needs for meeting this goal? and How does this technology affect content learning? Moving forward, I hope to learn new a new dance until Im no longer able to get on the dance floor anymore