Megan M. Kole

Increasing My Technological Synapses

By: Megan Kole

 

Studies show that the creation of new synapases between neurons in the brain increases greatly during the learning process. Two years ago I thought that I would take the “next step” in my career by pursuing my Master’s degree and create some new synapses of my own. When I applied to the Master of Arts in Education (MAED) program, I had just finished my first year teaching and believed I was ready to take on this new adventure. I was ready to learn more to become a better professional. They say that life is full of little turning points, climaxes if you will. Little did I know that this pursuit would become one of the most important turning points in my life so far.

 

After only teaching for one year, I didn’t truly know who I was as a teacher just yet. I have always been passionate about teaching and I have always done everything I could to be the best teacher I can be for my students. My goals when first entering the MAED program were simple and broad: I wanted to learn more about science education and inquiry-based learning to help my students become independent thinkers in a world where problem solving and inquiry skills are essential. I knew that applying to this program I would earn my Master’s degree, but what I actually earned is much greater.

 

I had no idea that after upon embarking on this educational path, I would have to readjust my goals and priorities in terms of my higher education. This modification began immediately after starting my first course; an elective entitled TE 831: Teaching School Subject Matter with Technology. It was during this course that I realized that my goals needed to be expanded to include technology integration. Yes, I already knew that the current shift in education involved teaching students to become problem solvers, however, I was naïve to the fact that this shift also included the use of technology throughout the curriculum. Maybe this misconception was due to the fact that I had only worked in schools with little access to technology or because I was afraid to try out the technology available myself. This course then set the direction for the remainder of my degree courses. Still focusing on science, I wanted to discover how I could teach inquiry-based science while utilizing technology.

 

As I continued my program, I also began to notice that inquiry-based learning and technology could be applied to more than just science. I was able to further develop my original goals with my new found inspiration in many of my other courses throughout my Master’s program. For example, I was able to utilize many inquiry and technology concepts and ideas into my student motivation and literacy courses. I found that inquiry-based learning with the integration of technology could motivate students to learn and help struggling readers become more confident. Due to this, my goals once again evolved to include not such science, but all aspects of teaching.

 

Henry David Thoreau once said, “What you get by achieving your goals is not as important as what you become by achieving your goals.”  At the beginning of this journey, I knew that I would be getting my Master’s degree at the end. But just as Thoreau stated, what’s most important is that I discovered that by being more open-minded and flexible with my goals and philosophies as a professional, I am allowing myself to become a better teacher. In just two short years, I have realized that my goals as a learner and a teacher will be ever changing which has allowed me to become not just an “educated” teacher, but by increasing my technological synapses I have become a reflective, life-long educator and learner.

 

 

Reference:

 

Forschungszentrum Juelich. (2013, October 10). New theory of synapse formation in the brain. ScienceDaily. Retrieved

     April 7, 2015 from www.sciencedaily.com/releases/2013/10/131010205325.htm