The Brook - Humble Beginnings
When I embarked on my MET journey, I had no way of knowing how far it would take me. I started wading along a brook and soon found that I would have to enter
much more complex waterways.
Now that I am at the end of my MET program, it is interesting to look back at my initial thoughts about the program and the goals I wanted to accomplish then. Below, I have provided part of my MET application, which states my scholarly and professional goals:
Ten years ago I used little if any technology in the classroom. I gradually started working with computer assisted language courses, and two years ago, while completing the BEAD program at Brock, I began integrating some technological tools within my classroom curriculum.
At this point I am really interested in educational technology and exploring the use of these tools for F2F, blended and fully online programs. I realize this is just the beginning of my learning journey, opening the door to a multitude of possibilities linked to this new form of teaching and learning. I am particularly, but not exclusively, interested in facilitating distance courses and improving the delivery method so it fosters a more holistic approach – quite a challenge for an online program I believe, but then again – I love challenges.
I have several goals; the first scholarly goal is to embark on this learning journey with an open-mind, making good use of experiential and transformative learning tools to make meaning of my learning.The second scholarly goal weaves into my professional goal, where I intend to integrate my learning into my teaching, from curriculum design to course delivery - making full use of my learning.
My ultimate professional goal is a long-term one, whereby I wish to take the learning from this program to either create or facilitate university online courses.
The educational technology world is one in full expansion, and much research and thinking need to go behind both the creation and delivery of undergraduate and graduate educational materials. I hope this program will give me the necessary tools to fulfill this final goal, and perhaps even urge me to complete a doctorate in the domain in the distant future.
The creation of this ePortfolio will give me the chance to evaluate if I have met these goals, and especially if I have gone beyond.
I invite you to listen to my initial thoughts on my journey, as I present myself
to my peers.
Overarching Question throughout ePortfolio
My teaching and learning philosophy is based on the idea that learning is central to our being, and that it needs to be holistic in nature in order for transformational learning to occur.Thus, equipped with my ten-year online experience as a learner and my 25-year teaching experience, I began to explore and reflect on the idea of how online learning environments can provide learners with a transformational learning experience.
Throughout my MET program, two main themes then resurfaced: exploring constructivist, holistic, and organic approaches to online learning environments to better the learning experience; and the discovery, integration, and use of technological tools as a learner and within my teaching practice. As I revisit my learning journey, I intend to piece together key elements and insights, carefully chosen from artifacts that demonstrate my understanding and learning specifically related to these two themes. (Cambridge, 2011) Like the possibility of travelling on multiple waterways, each artifact will build upon theory and practice along the way, reshaping my philosophy of educational technology.
Throughout my MET program, two main themes then resurfaced: exploring constructivist, holistic, and organic approaches to online learning environments to better the learning experience; and the discovery, integration, and use of technological tools as a learner and within my teaching practice. As I revisit my learning journey, I intend to piece together key elements and insights, carefully chosen from artifacts that demonstrate my understanding and learning specifically related to these two themes. (Cambridge, 2011) Like the possibility of travelling on multiple waterways, each artifact will build upon theory and practice along the way, reshaping my philosophy of educational technology.