Cruising The Ocean
My Met program began with but a little brook of knowledge, and from rivers to rapids I travelled to lakes and seas along this journey, and I have finally reached the ocean. Along the way, I have accumulated tools and knowledge that will allow me to take my learning beyond. I have realized that my MET journey may be ending, but a new quest has just begun.
Synthesis of my learning experience
In October 2010, I applied for the MET program, I stated 3 goals in my MET application.
1) To make good use of experiential and transformative learning tools to make meaning of my learning
2) To integrate my learning into my teaching – from curriculum design to course delivery
3) To create or facilitate university, online courses
Now that I am at the end of this MET program, I know that these three goals were intricately linked together. I would also say that I have accomplished two goals and I am in the process of accomplishing the third. Firstly, I was able to make meaning of my learning as an educator by using the tools learned in Met within my work as a second-language teacher. I soon found out that integrating my learning into my teaching was also helping me build on knowledge within the MET program. My students often became ‘willing subjects’ in my ‘experiments’, which led to the gradual integration of various technological tools in class. Now, all my lessons are planned with some kind of technology in mind, whether it is listening to pods, researching news on Ipads for authentic materials, using the video camera to capture outings and then viewing them together; or trying new Apps that develop cognitive skills. My classes have become exciting, dynamic, and much more motivating for both students and myself. Since I have integrated technology within my lessons on a daily basis, I find students are more involved in their learning. I have also noted that using technology tends to help learners become more autonomous with their learning.
I have become an ‘ambassador’ of technology at work. I now fully exploit the use of ‘bring your own device' (BYOD) in class, and the idea has started to spread among some teachers, who now allow their students limited use of their electronic device in class. I have also shared my videotaped classes and outings on the intranet at work, in the hope it will insipre other teachers to do the same. Based on my experience and suggestion to administration, next year the school may get rid of Ipods, and instead be providing all students with an Ipad during their year-long language training.This will likely eliminate costs associated with the purchase of dictionaries and verb books, but it could especially provide learners with the possibility of using the web for research, authentic materials, participating in blogs, and taking part in online group work etc.
Being that the course curriculum where I work is a military one, I am however quite limited in using technology to design course curriculum.There are also other challenges, such as finding the time to integrate technology on a daily basis,
and being able to integrate technology within a curriculum based on periodical, summative assessments. Because not all teachers feel comfortable integrating technology in course delivery, it is sometimes challenging to collaborate on common, educational projects.
1) To make good use of experiential and transformative learning tools to make meaning of my learning
2) To integrate my learning into my teaching – from curriculum design to course delivery
3) To create or facilitate university, online courses
Now that I am at the end of this MET program, I know that these three goals were intricately linked together. I would also say that I have accomplished two goals and I am in the process of accomplishing the third. Firstly, I was able to make meaning of my learning as an educator by using the tools learned in Met within my work as a second-language teacher. I soon found out that integrating my learning into my teaching was also helping me build on knowledge within the MET program. My students often became ‘willing subjects’ in my ‘experiments’, which led to the gradual integration of various technological tools in class. Now, all my lessons are planned with some kind of technology in mind, whether it is listening to pods, researching news on Ipads for authentic materials, using the video camera to capture outings and then viewing them together; or trying new Apps that develop cognitive skills. My classes have become exciting, dynamic, and much more motivating for both students and myself. Since I have integrated technology within my lessons on a daily basis, I find students are more involved in their learning. I have also noted that using technology tends to help learners become more autonomous with their learning.
I have become an ‘ambassador’ of technology at work. I now fully exploit the use of ‘bring your own device' (BYOD) in class, and the idea has started to spread among some teachers, who now allow their students limited use of their electronic device in class. I have also shared my videotaped classes and outings on the intranet at work, in the hope it will insipre other teachers to do the same. Based on my experience and suggestion to administration, next year the school may get rid of Ipods, and instead be providing all students with an Ipad during their year-long language training.This will likely eliminate costs associated with the purchase of dictionaries and verb books, but it could especially provide learners with the possibility of using the web for research, authentic materials, participating in blogs, and taking part in online group work etc.
Being that the course curriculum where I work is a military one, I am however quite limited in using technology to design course curriculum.There are also other challenges, such as finding the time to integrate technology on a daily basis,
and being able to integrate technology within a curriculum based on periodical, summative assessments. Because not all teachers feel comfortable integrating technology in course delivery, it is sometimes challenging to collaborate on common, educational projects.
The Creation of this ePortfolio as an Ethnographic Experience
On a New Quest
Since online, course curriculum design was, and still is, one of my goals, I have started to look into facilitating online college or university courses. My research within this MET program has focused on creating more organic and holistic learning environments, so this has also opened up the possibility for me to get involved with course designing directly, perhaps as a subject matter expert or educational consultant. I have started sending out applications to various universities to be an online facilitator for the September term.This coming May, I will be facilitating/teaching my first online college course . . . it is a start, and the beginning of a new career I think - thus I am beginning to fulfill goal no. 3.
My conference travels to Slovenia and India, combined with my MET reflections and learning, have also emphasized the idea that technology is very much part of the global, educational future. As such, I am also interested in getting involved with OpenCourseWare and MOOCS, perhaps again through facilitating or designing courses. My reflections have also made me aware of the challenges that come with the integration and use of technology in the educational domain, and also how technology affects and will continue to affect our lives. I have also developed an awareness and acute sensitivity to issues related to the use of technology, particularly when these concern culturality, identity making, and the technological divide. I believe my growing understanding of educational technology will help me better design online courses, and hopefully also help me foster more organic and holistic online learning environments as a facilitator.
My conference travels to Slovenia and India, combined with my MET reflections and learning, have also emphasized the idea that technology is very much part of the global, educational future. As such, I am also interested in getting involved with OpenCourseWare and MOOCS, perhaps again through facilitating or designing courses. My reflections have also made me aware of the challenges that come with the integration and use of technology in the educational domain, and also how technology affects and will continue to affect our lives. I have also developed an awareness and acute sensitivity to issues related to the use of technology, particularly when these concern culturality, identity making, and the technological divide. I believe my growing understanding of educational technology will help me better design online courses, and hopefully also help me foster more organic and holistic online learning environments as a facilitator.
Quest Imagery
I felt the best way to demonstrate what I have learned in this MET program and how I will be using my gained knowledge on my new quest would be through imagery. (Click on image to enlarge.)
Suspended between my present journey and the one awaiting me, I can envision my embarkation in a lock where I have a bird's eye view of my learning and what is ahead. In my boat I carry with me the tools I have used in this program, and that I have adopted and now employ in my teaching practice. I also carry with me gear that I readily use in my classroom, and also use to document my work. Most importantly, I transport all that I have learned and that shapes my philosophy of educational technology. Below, I can glance at the foundations of educational technology, these form the basis of my learning, and no matter where I travel to I will always be able to come back, research - and dig deep.
As I look out over the open water, to the left there are all the online platforms where I can dock anytime-anywhere, as I take off on my next journey.To the right there are shoals, a reminder of all the challenges out there related to the use of technology, and how carefully I need to tread. In the distance there are faraway lands that I wish to explore. Perhaps there is a doctorate on the horizon, and as far as jobs are concerned . . . the sky is the limit!
As I look out over the open water, to the left there are all the online platforms where I can dock anytime-anywhere, as I take off on my next journey.To the right there are shoals, a reminder of all the challenges out there related to the use of technology, and how carefully I need to tread. In the distance there are faraway lands that I wish to explore. Perhaps there is a doctorate on the horizon, and as far as jobs are concerned . . . the sky is the limit!
Final Word
It is difficult for me to fathom that my learning journey with MET has ended. It has taken temendous self-discipline to work full-time and complete this program in 2 years.This auto-ethnographic journey has been a transformative experience for me, both as a learner and an educational practitioner. As a life-long learner, I feel confident I can take my learning to new heights as I continue on my life journey. I have constantly fought with time over the last two years, and it is now the moment to savour my learning and get back to taming 'Unhurried Time'.
Unhurried Time
To capture time,
Like a snowflake
Slowly drifting with the breeze,
Gently settling in its nest.
To savour time,
As if there were no tomorrow.
One second lived fully,
Pregnant with meaning and intention.
To have pockets,
Filled with time,
Like colourful kerchiefs,
That appear like magic.
To have time to play,
To write, to dance,
To create endlessly
Until one's heart overflows.
The joy of finding
This treasure chest,
Buried within me,
Within the garden of my soul.
I seek it.
I Find it.
I Share it.
Savour it - all in good time.
M.F.Hétu