Why I Became an Educator

Why I Became an Educator

When I was an elementary student, my curiosity about my world and what I was learning was always left unsatisfied.  I wondered, as I completed the math drills and diagramming of sentences, “Why do I need to know this?  When will I ever need to use this?”  When I learned about geography, the places about which I was learning were nothing more than fantastic wisps of information.  I had no connections to the curriculum and my own life experiences.  I believed that school was only a necessary obstacle to adulthood. 

Though I struggled as a reader, I was clever enough to make strong grades and to graduate in the top ten percent of my class.  Still, I never saw a connection to the real world and what I was learning.  My education was nothing more than a contrived effort to please a teacher and was significantly short of authentic learning. 

Only when I attended my American Literature course in college was I finally introduced to authentic learning.  The historical significance of and influences behind the fictional storylines and characters of which we were studying illuminated the darkened and neglected part of my belief system about education.  What I had always thought was shattered.  A new life was breathed into my desire to learn and at 19 years old,  I became, for the first time in my life, a student. 

When I decided to become an educator, I wanted not only to make a difference in the lives of children, but in my community also.  I wanted to ensure that every child that graced my classroom doorway would leave with a firm understanding of why and how the curriculum could be used in his/her life.  I wanted to tear down the walls and expose my students to the world--their world—and the world of endless opportunities.  I wanted to teach them that regardless of their age, economical situation, or ability level, they could succeed in making a difference in their own lives and their community.

As a 2^nd grade classroom teacher in the 21^st century, it is imperative that I constantly educate myself on the latest technologies, games, interests, and pop cultural influences that engage my students daily.  I am an active member of TCEA, ISTE, Discovery Education as a DEN STAR educator and Texas Leadership Council Member, a Glogster Ambassador and Reseller, an ePals Ambassador, an Edmodo Educator, a Smithsonian Classroom teacher and a member of the Smithsonian’s Center for Education’s Advisory Committee, a 2011 Microsoft Innovative Educator.  It is important that I not only seek other innovative educators for my PLN, and learn from them, but to share my methodology with them.  Being an educator means reaching beyond the classroom walls and immediate group of students into a global classroom of students and educators.  I lead several professional development courses for my district and campus each year, parent workshops both in person and online, and have presented at TCEA, Microsoft IEF, and will be presenting at ISTE 2012.

I believe that the two most important jobs on Earth are being a parent and teacher.  I take my role as both extremely seriously and approach my classroom as a way to extend the “family” for my students.  I encourage parent participation through technology and visits to the classroom, utilize their “expertise” in virtual and on-site field trips, and teach as I would want my own children taught: with respect, encouragement, and the conviction to continuously motivate students to raise their own bars and fan the flame of intrinsic learning within themselves.  I often quote arguably one of the most influential and inspirational educators in history, Anne Sullivan, who said, “My heart is singing for joy this morning! A miracle has happened! The light of understanding has shone upon my little pupil's mind, and behold, all things are changed!”  This perfectly expresses the mood and focus of my classroom daily.  This is truly what my work is all about.

Innovation vs. Technology Saturation

"Doing the same thing over and over, yet expecting different results, is the definition of crazy."  — Unknown

With the implementation of iPad, iPod, tablet, Mac Books, laptops, Smartboards, and 1:1 device/BYOD roll-outs and policies, we have saturated our classrooms with the latest and greatest tools to help our students maximize their learning opportunities...or have we?  If all the technology leaves your head spinning, how must our students feel?  I can tell you: they feel eager, hungry, and excited!  They WANT the opportunities that technology offers.  

So with your students sitting, no STANDING, and salivating to learn as much from these resources as possible, how are you providing the quench to their thirst?

Are the devices in your classroom consumption tools?  Do your kids play games and interact with consumptive learning apps on their tablets?  Do you have them interact with lessons by texting answers or submitting responses to you electronically?  Do they watch video clips or read e-readers on their devices?  How are YOU delivering information to your students?  

If your students are independent learners navigating throughout the curriculum only as islands floating among each other with an occasional bumping into one another for a brief exchange of information, how is having technology in your classroom creating any difference in their performance and learning opportunities as when there was less technology in your classroom?

If you are still teaching the same way as you have in the past 5 years, if you are still the giver of knowledge and they the receivers, then you are a technology saturated teacher.  You feel overwhelmed with the idea of integration and tend to rely on what worked "last year" and tend to plan with technology as an after thought or a tool to provide information to students.  Are you simply repackaging the same old stuff in different, prettier, and more expensive digital wrapping?

I recently encountered a product of such a learning environment when I dined out at a local restaurant while visiting my daughter at college.  The college student waitress greeted us with a panic in her voice.  

"Oh, you don't want to be here!  Our computers are down and all these people are stuck here!" she warned.

We convinced her that we would be fine paying cash and sat down to order our food.  

"I'm so sorry," she interjected as she fumbled for her notepad, "you have no idea how dedicated to technology we are!"

I couldn't help but reply, "I don't think 'dedicated' is the word you are looking for there.  Perhaps 'dependent' is more appropriate?"

"Well," she said, "I am just really scared right now.  I don't know what to do."

By the end of the dining experience, she had messed up all of our orders and even miscalculated the tab.  Luckily the restaurant's technology was restored and she was back into her comfort zone.

This is NOT what we want.  It isn't enough to teach with technology or how to use technology for fact finding.  We have to teach kids how to think, how to think for themselves, and how technology can be utilized to enhance their learning, and how they can create meaningful learning opportunities for themselves through the use of technological integration.  

Innovation?  Then What is it?   

If we want our kids to use technology authentically, the way we do as adults and problem solvers, then we need to let go of the fear of allowing students time to struggle and embrace the chance we have to completely change everything we do!  Kids are learning without us, so how can we be significant and relevant and create globally connected learning environments that not only provide authentic and meaningful learning experiences, but also evens the playing field for some of our kids whose life experiences are grossly limited.

Recently I wrote an article that was published in eSchool News about how I have changed everything I do and have seen scores soar.  But neither I nor my students are defined by scores.  We are defined by the way we react to new situations that require us to think, reflect, analyze, and solve problems.  We are defined by how we work together, and with others, to create new ideas and thinking.  How are YOU being innovative?