The J Curve
by Neil Syrek
A J-curve is a graphical representation of exponential growth. In other words, a variable multiplies by a certain factor for every unit of time. On a graph showing this type of growth, the “J” forms because the variable starts out small, and rapidly increases until it is very large. As I look toward the future, this is how I see my knowledge of educational technology.
When I started using technology in my classroom, I did it with the purpose of better engaging my students. To learn about technology at this time, I used an inquiry approach. I established a goal, albeit vague, and sought ways to accomplish that goal. The process involved exploring various forms and applications of technology. By doing this I was able to build a basic repertoire of knowledge and skills that I used on a consistent basis. At this stage I was utilizing the most common forms of technology, like Microsoft Office, email, an online grade book, and online searches for information with my students. This knowledge served as the foundation on which I would build my technology expertise.
To further my learning, I entered the Educational Technology Master’s Program at Michigan State. Here I made great progress in advancing my knowledge and understanding of technology. In the process of obtaining my master’s degree, I not only learned of the vast array of technological applications that exist, but also how, when, and why to apply them in the classroom. I have now reached the finish line in this program, and have gained a wealth of knowledge that surpassed even my own expectations.
Although I am now on the verge of obtaining my master's degree, my learning is nowhere close to complete. If I want to stay on the cutting edge of the educational practice, life-long learning is necessary. I have witnessed the rapid changes to the landscape of educational technology in just the short time since I started my degree program. The technology used in classrooms will continue to advance, and multitudes of new programs, applications, and uses will develop. If I don’t continue learn and evolve with these changes, like a species that fails to respond to changing environmental conditions, my prowess as an educator will die.
This is where the effectiveness of the master’s program will have its greatest impact. Much like the process I used to learn technology early in my teaching career, the courses I’ve taken have successfully implemented an inquiry approach. With guidance from instructors, I learned by doing. In many cases, I was allowed to define my own problems, set my own learning goals, and address them with the forms of technology that were best suited for the task. As a result, I was not only taught about technology, but how to be a learner as well.
As the training wheels are removed, I must now use the skills I developed to continue to learn. I won’t have anyone presenting me with learning opportunities anymore, so I must seek them out myself. Conferences, like the ones presented annually by the Michigan Association for Computer Users in Learning (MACUL), are a great place to start. These symposiums introduce a great deal of information on emerging technologies and their uses in the classroom. To stay current on what exists and ideas for implementation, I plan to attend such technology conferences as often as I can.
Another way I’ll stay up to date is by regularly reading professional publications. The internet provides easy access to both scholarly collections of research, such as the British Journal of Educational Technology, and colloquial articles that shed light on new ideas, trends and points of view, like those in the Technological Horizons in Education Journal. Also, while they may be less organized and more informal in their presentation format, blogs, Twitter feeds, Delicious bookmarks, and other forms of social media are very useful resources. As the web becomes more social, those with knowledge and expertise of technology and its applications are eager to share it with the world. By reading publications, and following the posts and updates of other experts, I’ll stay connected to the latest technology news, advances, and best practices for integration. This is imperative if I want to remain an effective user of technology and leader in my field.
Yet another abundant source of information from which I can learn resides in the students I teach. Adolescents are usually early adopters of new technological advances. It is very important for me to view the technologies they are using as possible tools for instruction. For instance, in a recent survey, I discovered that nearly ninety percent of my students have a social networking page. Social networking was not created to be a mechanism for education, but I found several ways, such as generating ideas for research, asking for help on homework, and sharing class projects, to use it in the process of learning. I must continue to recognize the value of the digital literacies of my students as a way to inform my practice.
Beyond the walls of my own classroom, I can also find learning opportunities by observing my colleagues. Early in my teaching career, I always felt a little guilty using the ideas or creations of others with my own students. I soon realized that there is nothing unethical about this practice. Even the most respected and renowned scientists construct knowledge that is based on the work of others. Charles Darwin, for example, developed his theory of natural selection with heavy influence from the work of Thomas Malthus. In much the same way, by observing and communicating with my fellow teachers, I’ll be able to learn from them and build upon their ideas and practices.
Nearly a decade ago I completed my undergraduate studies at Michigan State with a degree in science. As I left school, I took with me the misconception that I was an expert in that field. When I encountered information that I didn’t already know, I became disheartened at my lack of knowledge, and viewed it as an attack on my education and current understandings. As a result of the master’s program in educational technology, I no longer view new information in such a negative light. Instead of seeing it as a roadblock or something that causes shame, I now see new information as an opportunity for growth. In addition, my entire perspective on learning has changed. My mindset has been transformed from learning for personal satisfaction and self-gratification, to learning for the sake of improving the education of my students. By being open minded, seeking new learning opportunities, keeping my eyes open and focused on new developments and trends, and recognizing that I am in a position where continued learning is of utmost importance, I will be a successful life-long learner.
When I started using technology in my classroom, I did it with the purpose of better engaging my students. To learn about technology at this time, I used an inquiry approach. I established a goal, albeit vague, and sought ways to accomplish that goal. The process involved exploring various forms and applications of technology. By doing this I was able to build a basic repertoire of knowledge and skills that I used on a consistent basis. At this stage I was utilizing the most common forms of technology, like Microsoft Office, email, an online grade book, and online searches for information with my students. This knowledge served as the foundation on which I would build my technology expertise.
To further my learning, I entered the Educational Technology Master’s Program at Michigan State. Here I made great progress in advancing my knowledge and understanding of technology. In the process of obtaining my master’s degree, I not only learned of the vast array of technological applications that exist, but also how, when, and why to apply them in the classroom. I have now reached the finish line in this program, and have gained a wealth of knowledge that surpassed even my own expectations.
Although I am now on the verge of obtaining my master's degree, my learning is nowhere close to complete. If I want to stay on the cutting edge of the educational practice, life-long learning is necessary. I have witnessed the rapid changes to the landscape of educational technology in just the short time since I started my degree program. The technology used in classrooms will continue to advance, and multitudes of new programs, applications, and uses will develop. If I don’t continue learn and evolve with these changes, like a species that fails to respond to changing environmental conditions, my prowess as an educator will die.
This is where the effectiveness of the master’s program will have its greatest impact. Much like the process I used to learn technology early in my teaching career, the courses I’ve taken have successfully implemented an inquiry approach. With guidance from instructors, I learned by doing. In many cases, I was allowed to define my own problems, set my own learning goals, and address them with the forms of technology that were best suited for the task. As a result, I was not only taught about technology, but how to be a learner as well.
As the training wheels are removed, I must now use the skills I developed to continue to learn. I won’t have anyone presenting me with learning opportunities anymore, so I must seek them out myself. Conferences, like the ones presented annually by the Michigan Association for Computer Users in Learning (MACUL), are a great place to start. These symposiums introduce a great deal of information on emerging technologies and their uses in the classroom. To stay current on what exists and ideas for implementation, I plan to attend such technology conferences as often as I can.
Another way I’ll stay up to date is by regularly reading professional publications. The internet provides easy access to both scholarly collections of research, such as the British Journal of Educational Technology, and colloquial articles that shed light on new ideas, trends and points of view, like those in the Technological Horizons in Education Journal. Also, while they may be less organized and more informal in their presentation format, blogs, Twitter feeds, Delicious bookmarks, and other forms of social media are very useful resources. As the web becomes more social, those with knowledge and expertise of technology and its applications are eager to share it with the world. By reading publications, and following the posts and updates of other experts, I’ll stay connected to the latest technology news, advances, and best practices for integration. This is imperative if I want to remain an effective user of technology and leader in my field.
Yet another abundant source of information from which I can learn resides in the students I teach. Adolescents are usually early adopters of new technological advances. It is very important for me to view the technologies they are using as possible tools for instruction. For instance, in a recent survey, I discovered that nearly ninety percent of my students have a social networking page. Social networking was not created to be a mechanism for education, but I found several ways, such as generating ideas for research, asking for help on homework, and sharing class projects, to use it in the process of learning. I must continue to recognize the value of the digital literacies of my students as a way to inform my practice.
Beyond the walls of my own classroom, I can also find learning opportunities by observing my colleagues. Early in my teaching career, I always felt a little guilty using the ideas or creations of others with my own students. I soon realized that there is nothing unethical about this practice. Even the most respected and renowned scientists construct knowledge that is based on the work of others. Charles Darwin, for example, developed his theory of natural selection with heavy influence from the work of Thomas Malthus. In much the same way, by observing and communicating with my fellow teachers, I’ll be able to learn from them and build upon their ideas and practices.
Nearly a decade ago I completed my undergraduate studies at Michigan State with a degree in science. As I left school, I took with me the misconception that I was an expert in that field. When I encountered information that I didn’t already know, I became disheartened at my lack of knowledge, and viewed it as an attack on my education and current understandings. As a result of the master’s program in educational technology, I no longer view new information in such a negative light. Instead of seeing it as a roadblock or something that causes shame, I now see new information as an opportunity for growth. In addition, my entire perspective on learning has changed. My mindset has been transformed from learning for personal satisfaction and self-gratification, to learning for the sake of improving the education of my students. By being open minded, seeking new learning opportunities, keeping my eyes open and focused on new developments and trends, and recognizing that I am in a position where continued learning is of utmost importance, I will be a successful life-long learner.