Reflections on EDLD 5345

When I first started this Master's program in Educational Technology Leadership, my main interest was technology. I did not start teaching until I was 36, and there was an old Compaq dinosaur (computer) in my classroom. The only experience I had with computers was back in college when I suffered through a Fortran class. I was terrified of that old computer. I would walk by the computer; I would wave at the computer. My students booted it up for me everyday. I was teaching first grade. That's right: six year olds were booting up a computer for me everyday. How ridiculous. When one of them would finish their work early, I would say, "Great! You can get on the computer and play Math Blaster or Reader Rabbit. Other than the use of an overhead projector, that was the extent of technology integration in my classroom. I wasn't satisfied with that, so I took a course in PC use at the School Board's tech center. That was the beginning of my interest in technology. Two years later, the parish began implementing CBT, Computer Based Training. Every year, one or two grade levels get computer training and at the completion of the program, the teachers are given a new computer with new software they have learned to use. This cycles every few years, so all grade levels are kept as up to date as the budget will allow. I have discovered that teachers my age and older are very intimidated by technology, just as I was. For teachers who are presently graduating from college, technology is all they've ever known. They come with a pre-knowledge that I struggle to learn: they are "digital natives" (Prensky, 2001, p. 4). When I took my first CBT (Computer Based Training) course as part of professional development, I had a wonderful instructor who was so patient and made me confident learning new things on the computer. She was my inspiration for pursuing my Master's Degree in Educational Technology Leadership. I want to do the same not only for my students, but also for other educators who might be intimidated by the challenge of new technology in the classroom.

The point I am getting to is that technology was the main focus of my Master's program. The fact that I would be completing principal competencies was lagniappe for me. I told my boss a long time ago that I have no designs on his job. What a surprise to me to enjoy this class so much! Working on the principal competencies in the last year has taught me a lot about being a principal. I have learned how a principal has to consider a problem from several angles. Situations that have seemed cut and dried to me in the past, were from a teacher's viewpoint and sometimes did not take into account other perspectives. This class has taught me even more. I never thought I was cut out to be an administrator. Reflecting upon the Principal Competencies and Skills and my previous experiences have made me realize that maybe I am administrator material after all. Dr. Creel and Dr. Jenkins have been so down to earth, practical, and supportive; as much as I enjoyed the technology courses, this may be my favorite course I have taken so far! I look forward to my next class with these two talented professors.

 

Reference:

Prensky, M. (2001, September-October). Digital natives, digital immigrants, part one. On the Horizon, 9 (5), 3-6.