Sunday, March 30, 2014

My first Technology-in-Education Conference

I am humbled. 

Four years into my teaching practice, with all the work, effort, love, focus, mistakes and coaching, I find myself surrounded by people who know so much more, are using their tools in significantly more powerful ways, who have included thoughtful, data-driving pedagogy with a vision of transformation in their students’ learning.  

I know most young educators feel overwhelmed or intimidated by how much their veteran peers know.  I find myself, again, comforted that I have good company and am on the right path.  However, as someone that people reach out to for support, and claim that I have some benefit fort them at understanding how technology can empower them and their students, it’s easy to create (at least in my mind) that I am a leader in my community.  This potential claim, now, makes me feel like a lier, phony or fake.   

I make the pledge to continue to acknowledge that any benefit I can offer to others comes only as a result of others who’s ideas I have stolen, plagiarized and embellished.  

When people compliment me, they tend to discuss my infections attitude I bring to understand technology, society and change.  In this way, I do feel like a leader.  I see a theme in my teaching (for all ages) that it’s not the content I deliver, but the way I deliver it, that seems to be helpful.    

My spiritual teachers have taught me that the best teachers really don’t do that much.  They really don’t say too much, request too much, or claim too much.  Their strength isn’t in the knowledge they possess, but rather the example they provide when they incorporate and blend their knowledge and wisdom with their behavior.  I strive to be an example for others.  For my students, I want them to see how I evaluate, incorporate, test, use, learn from, and then seek out better ways to utilize these tools - with the goal of learning, connecting and solving problems.    

Like spiritual leaders and their assimilation of wisdom, knowledge and actions, I too seek to find that the sweet spot of knowledge and action.  My goal is to profoundly change the way students learn.  I see a world where their consistent growth is possible.  Never before have we had the possibility for learners, all learners, from all economic backgrounds, the opportunity to learn in such powerful ways.  I know not everyone has this access or ability now, but it my vision that they will in the future.  It is also my goal that this access to knowledge leads to wisdom and happiness. 

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