My Journey has Just Begun
_
Looking back on my studies over the past couple of years, three themes emerge as I consider “what” I’ve learned in my master’s program. First, I’ve come to have an opinion on the purpose of education. Second, I’ve improved my digital literacy. Last, after exploring current theories on leadership, I can now imagine my future role in the educational world.
Purpose of Education
Bigger thinkers than I have long debated the purpose of education. Being a relative newbie to the study, I believe I brought more or less a tabula rasa to the start of my exploration of the topic. One of my courses, ED 800 Concepts of Educational Inquiry has helped me form personal opinions regarding what is important in curriculum development.
The debate between the scholarly progressive and traditionalist theorists about what is most important in curriculum was explored in EAD 800 and included the study of concepts introduced by John Dewey, Howard Gardner, and E.D. Hirsch Jr. among others. I have had some training in the theories of psychology in my undergrad coursework, so when I encountered Howard Gardner’s The Disciplined Mind I felt some recognition in his ideas on cognitive psychology and education. Reading especially about his ideas of designing education for understanding further cemented by budding ideals of educational content and curriculum for primary students.
Gardner stresses building curriculum toward understanding and believes the student will apply the knowledge learned to any new situation. He believes delving into the depths of the disciplines of science, math, arts and history is necessary in order to understand and pass down cultural values of what is truthful, beautiful and good. In particular, I appreciate his idea of providing multiple entry points to understanding based on his theory of multiple intelligences. I find these ideas extremely appealing and idealistic so it was surprising when I found myself criticizing them after being exposed to E.D. Hirsch Jr.’s theories of Core Knowledge curriculum development which fosters a foundation of broad knowledge in order to process new information.
To be successful, both Gardner and Hirsch’s methods require enthusiastic, well trained teachers, prepared and motivated students, technological tools, and a supportive community. However, in my opinion, due to the nature of our current methods of funding education (or lack thereof), Gardner’s methods are unfortunately more suited to small private schools, whereas Hirsch’s methods seem to be better suited to educate the masses. Also, Hirsch stresses that by teaching the same curriculum to all we make education more equitable for students from any socioeconomic background.
I do believe that education is the great equalizer and I am struggling with how to merge the best of both the traditional and progressive approaches into education. I am a pragmatist and believe in the practical application of core knowledge to learn new skills. When I see adult students coming to our community college in droves to re-skill for a new economy, I worry our children’s curriculum is not keeping up with the changes in skill development they will need in our ever evolving technological society. On the other hand, I often wonder if we pushed for an even more progressive educational curriculum we would be able to develop children’s minds as real learners, thus preparing them as lifelong learners who will be much more able to adapt to the evolution of the workforce than our current adult society. In the end, I would favor the traditional approach (breadth) for primary students and a more progressive approach (depth) for secondary students as they are mature enough at that age to understand and take ownership of the educational possibilities available to them.
The debate between the scholarly progressive and traditionalist theorists about what is most important in curriculum was explored in EAD 800 and included the study of concepts introduced by John Dewey, Howard Gardner, and E.D. Hirsch Jr. among others. I have had some training in the theories of psychology in my undergrad coursework, so when I encountered Howard Gardner’s The Disciplined Mind I felt some recognition in his ideas on cognitive psychology and education. Reading especially about his ideas of designing education for understanding further cemented by budding ideals of educational content and curriculum for primary students.
Gardner stresses building curriculum toward understanding and believes the student will apply the knowledge learned to any new situation. He believes delving into the depths of the disciplines of science, math, arts and history is necessary in order to understand and pass down cultural values of what is truthful, beautiful and good. In particular, I appreciate his idea of providing multiple entry points to understanding based on his theory of multiple intelligences. I find these ideas extremely appealing and idealistic so it was surprising when I found myself criticizing them after being exposed to E.D. Hirsch Jr.’s theories of Core Knowledge curriculum development which fosters a foundation of broad knowledge in order to process new information.
To be successful, both Gardner and Hirsch’s methods require enthusiastic, well trained teachers, prepared and motivated students, technological tools, and a supportive community. However, in my opinion, due to the nature of our current methods of funding education (or lack thereof), Gardner’s methods are unfortunately more suited to small private schools, whereas Hirsch’s methods seem to be better suited to educate the masses. Also, Hirsch stresses that by teaching the same curriculum to all we make education more equitable for students from any socioeconomic background.
I do believe that education is the great equalizer and I am struggling with how to merge the best of both the traditional and progressive approaches into education. I am a pragmatist and believe in the practical application of core knowledge to learn new skills. When I see adult students coming to our community college in droves to re-skill for a new economy, I worry our children’s curriculum is not keeping up with the changes in skill development they will need in our ever evolving technological society. On the other hand, I often wonder if we pushed for an even more progressive educational curriculum we would be able to develop children’s minds as real learners, thus preparing them as lifelong learners who will be much more able to adapt to the evolution of the workforce than our current adult society. In the end, I would favor the traditional approach (breadth) for primary students and a more progressive approach (depth) for secondary students as they are mature enough at that age to understand and take ownership of the educational possibilities available to them.
Digital Literacy
As a middle-aged woman, wife, mother, student, professional educator, and friend with many interests, there are times when I feel overwhelmed with the idea that I will never have the time to catch up with all the new technology released in this “runaway world” (Weiland, EAD 860,Unit 8.3). As someone who finished her bachelor’s degree in communications before the explosion of the personal computer, I have felt that I’ve been running very fast to catch up for the last 20+ years. I’ve done a fairly decent job so far, even signing up for a completely online master’s program. In fact, The Pew Internet and American Life Project defines me as a “Media Mover: I have a wide range of media habits but cyberspace as a personal path to productivity or creativity is less important.”
What I do find important, as l learned through my course EAD 882 Education in the Digital Age, is that educators such as myself who are learning how digital technology works and who are working with faculty to develop new programs need to understand students’ current state of digital literacy, their participation barriers, and the pros and cons of digital tools available in education as we create these programs.
Like the Gutenberg press which in creating mass-produced book distribution transformed how we relate to information; the internet, still in its infancy, is also transforming information retrieval and how we learn. In his book, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, Henry Jenkins proposes there are three core problems that should concern us in regards to the development of today’s students’ digital literacy – access (or, the participation gap), transparency, and ethics.
Digital literacy can only be achieved when students have success in core reading and writing literacy. This brings me back to my previous argument that early education should be based on traditionalist theories of core competencies. The adult students I interact with have a variety of literacy competencies, both in reading and computers, so remediation of these students is critical to their success. And we must admit there are socioeconomic barriers to this success as students still do not have 100% access to broadband internet at school or at home. There are also barriers to participation when students don’t trust online learning to be as valuable as brick and mortar classrooms. In this case it is crucial to develop initiatives for these students to feel a sense of connectedness and belonging to the college environment.
Regarding transparency, students must understand how media shapes their perceptions of the world and how interacting with that media makes it possible for them to shape other’s perceptions. It is very easy to be overwhelmed with the amount of information available on the internet and even harder to know what is true and relevant. We need to teach students to focus on salient details and understand how to research those details.
Ethically, there are implications for participating in the digital world we still don’t fully understand. Youth are posting personal information in blogs, social networks and videos in record numbers, many without much thought to how those posts project their image to the community at large. Jenkins says the “new media literacies should be seen as a social skill, as ways of interacting within a larger community, and not simply as individualized skills to be used for personal expression,” (p. 32). In my experience, this is a huge barrier for the adult student who is not a digital native and can’t fathom creating an alternative identity, such as in the gaming world, in order to interact within a larger community. More and more, I am sensing my students are overwhelmed with the digital world coming at them in all directions.
William Powers’ philosophical book Hamlet’s Blackberry is meant to help those of us who are at our digital max find ways to open up gaps of time between us and the digital world so that we can get back to thinking deeply about our life and the pursuit of happiness. He suggests we strike a balance between the human need to connect outward (through digital technology) and the need to spend time apart and that taking this time for deep contemplation provides for a more meaningful and fulfilling life. Shouldn’t that be the overall goal of education?
What I do find important, as l learned through my course EAD 882 Education in the Digital Age, is that educators such as myself who are learning how digital technology works and who are working with faculty to develop new programs need to understand students’ current state of digital literacy, their participation barriers, and the pros and cons of digital tools available in education as we create these programs.
Like the Gutenberg press which in creating mass-produced book distribution transformed how we relate to information; the internet, still in its infancy, is also transforming information retrieval and how we learn. In his book, Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, Henry Jenkins proposes there are three core problems that should concern us in regards to the development of today’s students’ digital literacy – access (or, the participation gap), transparency, and ethics.
Digital literacy can only be achieved when students have success in core reading and writing literacy. This brings me back to my previous argument that early education should be based on traditionalist theories of core competencies. The adult students I interact with have a variety of literacy competencies, both in reading and computers, so remediation of these students is critical to their success. And we must admit there are socioeconomic barriers to this success as students still do not have 100% access to broadband internet at school or at home. There are also barriers to participation when students don’t trust online learning to be as valuable as brick and mortar classrooms. In this case it is crucial to develop initiatives for these students to feel a sense of connectedness and belonging to the college environment.
Regarding transparency, students must understand how media shapes their perceptions of the world and how interacting with that media makes it possible for them to shape other’s perceptions. It is very easy to be overwhelmed with the amount of information available on the internet and even harder to know what is true and relevant. We need to teach students to focus on salient details and understand how to research those details.
Ethically, there are implications for participating in the digital world we still don’t fully understand. Youth are posting personal information in blogs, social networks and videos in record numbers, many without much thought to how those posts project their image to the community at large. Jenkins says the “new media literacies should be seen as a social skill, as ways of interacting within a larger community, and not simply as individualized skills to be used for personal expression,” (p. 32). In my experience, this is a huge barrier for the adult student who is not a digital native and can’t fathom creating an alternative identity, such as in the gaming world, in order to interact within a larger community. More and more, I am sensing my students are overwhelmed with the digital world coming at them in all directions.
William Powers’ philosophical book Hamlet’s Blackberry is meant to help those of us who are at our digital max find ways to open up gaps of time between us and the digital world so that we can get back to thinking deeply about our life and the pursuit of happiness. He suggests we strike a balance between the human need to connect outward (through digital technology) and the need to spend time apart and that taking this time for deep contemplation provides for a more meaningful and fulfilling life. Shouldn’t that be the overall goal of education?
Leadership Philosophy
“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”
This quotation by John Quincy Adams guides my thinking about who I want to be as a leader. Why I want to be this leader was explored through my understanding of certain leadership ideas learned in two courses EAD 801 Leadership and Organizational Development and EAD 867 Case Studies in Educational Leadership. These courses helped me examine individual qualities such as my leadership beliefs, the importance of having vision, and emotional intelligence. I also reflected on my understanding of how my leadership skills affect others such as, mentoring, building teams, encouraging professional development, and evaluating constructive feedback.
In my career I have, in one way or another, tried to inspire others to believe in themselves in order to create a better world. I left each job believing I achieved all I could in each position and craved new stimulation and challenges. During my past seven years as a Program Coordinator in Workforce & Continuing Education at Macomb College, I have watched my position and its responsibilities transform frequently. Part of the appeal of working in my department is that there is always a new program to develop and students to counsel and because of that, always new skills to learn. However, I am an achiever and feel a certain stirring that I define as “needing to change direction.” I’m now looking for greater responsibilities and opportunities to lead in an administrative role in education.
While waiting for that opportunity, I’m studying leadership and administration in higher education. The vision and mission of my community college is one that I fully embrace and can freely promote: providing high quality educational, enrichment and economic development experiences designed to promote individual growth and social improvement. The organizational goals and purpose is to maintain open, affordable, and lifelong access to an integrated continuum of learner-centered educational opportunities, personal enrichment experiences, and community development programs.
What is most meaningful to me is the idea of the community college as an open and affordable educational option for students. Whether for updating job skills, learning a new language or partaking in a cultural event, our community college systems are a beacon of light for the masses, privileged or not. Also, as a former community college student and current employee, I know first hand that excellence in education is not sacrificed for affordability.
As a future leader in this learning environment, I will not only need to promote the vision of the organization but I will also be responsible to create a vision for whatever organizational goals I'm responsible for. I will set the tone for the team I lead so it is important that I develop and articulate a vision of learning. In order to do this, I will need to examine my own values and be prepared with well-researched data and an emotional appeal in order to inspire a team to help create a vision of success. The team will be implementing the vision on the front lines of student learning and if they don't understand or buy into the vision then I, as a leader, will have failed.
Good social skills are critical to inspiring teams to fulfill an organizational vision. As Daniel Goleman explains in What Makes a Leader, people with high emotional intelligence experience greater success and rise to the top of their field in a large part because of their social skills. I believe I have a high degree of optimism and hope that my social skills are on par with what would be above average entry-level leadership abilities. By developing each component of emotional intelligence, I will not only become more successful in my leadership role, I will also become more effective at recognizing and developing leadership potential in others. To me, this is the real measure of a good leader.
My career path has evolved over time and I believe my internal motivation is the biggest factor in my success in all of the positions I’ve held. I am primarily motivated by opportunities to do socially purposeful work, especially when I am given the opportunity to create and lead new programs. I believe by living by my values I am able to do my best work and as such, motivate and lead others on the same path. I think we all want to be held to or strive for a higher standard and sometimes we don’t realize what that means until we see someone else emulate it. I know in my own career I’ve been blessed with great mentors who exhibited traits of integrity, fairness and ethics in ways I had never experienced before and have been able to incorporate them into my own practice.
Most of these mentors were also very capable team builders. I enjoy working in teams on projects. Peter M. Senge suggests in The Leader’s New Work: Building Learning Organizations that team learning is the best way to achieve team results. He states team learning must begin with dialog and that this dialog is greater than individual contributions. That to be effective, it is generated out of the group thinking process. When this happens, real meaningful work can take place. As a leader it will be crucial to introduce this concept to my team and identify when it has entered into the flow pattern of group dialog so I can harness that energy to move the purpose forward.
Growth in the quality of learning of the members is important, but leaders should first be responsible for their own professional development so they can continue to grow as leaders. They will then be modeling the importance of continued development of the people they lead. When everyone in the organization is encouraged to continue learning then the organization as a whole can begin to become a learning organization.
The only way to grow as a leader is to be honest with myself about the areas I need to improve upon. One way to do this is to offer my colleagues a chance to periodically provide me with feedback as to what kind of co-worker I am to work with and how well I am meeting the needs or mission of the organization in my leadership role. I will try to set realistic expectations of myself and my staff and will aside time for reflection, professional development and reassessment of my expectations for whatever project or goal I set.
In conclusion, I believe leaders need to be well prepared in order to collaborate with superiors, peers or subordinates on the vision of the organization or project. Social skills are key to team building and to communicating with the public the goals or vision. Working with a team is what I thrive on and creating opportunities for professional development and feedback will improve my vision and keep it going in order to inspire more good work!
This quotation by John Quincy Adams guides my thinking about who I want to be as a leader. Why I want to be this leader was explored through my understanding of certain leadership ideas learned in two courses EAD 801 Leadership and Organizational Development and EAD 867 Case Studies in Educational Leadership. These courses helped me examine individual qualities such as my leadership beliefs, the importance of having vision, and emotional intelligence. I also reflected on my understanding of how my leadership skills affect others such as, mentoring, building teams, encouraging professional development, and evaluating constructive feedback.
In my career I have, in one way or another, tried to inspire others to believe in themselves in order to create a better world. I left each job believing I achieved all I could in each position and craved new stimulation and challenges. During my past seven years as a Program Coordinator in Workforce & Continuing Education at Macomb College, I have watched my position and its responsibilities transform frequently. Part of the appeal of working in my department is that there is always a new program to develop and students to counsel and because of that, always new skills to learn. However, I am an achiever and feel a certain stirring that I define as “needing to change direction.” I’m now looking for greater responsibilities and opportunities to lead in an administrative role in education.
While waiting for that opportunity, I’m studying leadership and administration in higher education. The vision and mission of my community college is one that I fully embrace and can freely promote: providing high quality educational, enrichment and economic development experiences designed to promote individual growth and social improvement. The organizational goals and purpose is to maintain open, affordable, and lifelong access to an integrated continuum of learner-centered educational opportunities, personal enrichment experiences, and community development programs.
What is most meaningful to me is the idea of the community college as an open and affordable educational option for students. Whether for updating job skills, learning a new language or partaking in a cultural event, our community college systems are a beacon of light for the masses, privileged or not. Also, as a former community college student and current employee, I know first hand that excellence in education is not sacrificed for affordability.
As a future leader in this learning environment, I will not only need to promote the vision of the organization but I will also be responsible to create a vision for whatever organizational goals I'm responsible for. I will set the tone for the team I lead so it is important that I develop and articulate a vision of learning. In order to do this, I will need to examine my own values and be prepared with well-researched data and an emotional appeal in order to inspire a team to help create a vision of success. The team will be implementing the vision on the front lines of student learning and if they don't understand or buy into the vision then I, as a leader, will have failed.
Good social skills are critical to inspiring teams to fulfill an organizational vision. As Daniel Goleman explains in What Makes a Leader, people with high emotional intelligence experience greater success and rise to the top of their field in a large part because of their social skills. I believe I have a high degree of optimism and hope that my social skills are on par with what would be above average entry-level leadership abilities. By developing each component of emotional intelligence, I will not only become more successful in my leadership role, I will also become more effective at recognizing and developing leadership potential in others. To me, this is the real measure of a good leader.
My career path has evolved over time and I believe my internal motivation is the biggest factor in my success in all of the positions I’ve held. I am primarily motivated by opportunities to do socially purposeful work, especially when I am given the opportunity to create and lead new programs. I believe by living by my values I am able to do my best work and as such, motivate and lead others on the same path. I think we all want to be held to or strive for a higher standard and sometimes we don’t realize what that means until we see someone else emulate it. I know in my own career I’ve been blessed with great mentors who exhibited traits of integrity, fairness and ethics in ways I had never experienced before and have been able to incorporate them into my own practice.
Most of these mentors were also very capable team builders. I enjoy working in teams on projects. Peter M. Senge suggests in The Leader’s New Work: Building Learning Organizations that team learning is the best way to achieve team results. He states team learning must begin with dialog and that this dialog is greater than individual contributions. That to be effective, it is generated out of the group thinking process. When this happens, real meaningful work can take place. As a leader it will be crucial to introduce this concept to my team and identify when it has entered into the flow pattern of group dialog so I can harness that energy to move the purpose forward.
Growth in the quality of learning of the members is important, but leaders should first be responsible for their own professional development so they can continue to grow as leaders. They will then be modeling the importance of continued development of the people they lead. When everyone in the organization is encouraged to continue learning then the organization as a whole can begin to become a learning organization.
The only way to grow as a leader is to be honest with myself about the areas I need to improve upon. One way to do this is to offer my colleagues a chance to periodically provide me with feedback as to what kind of co-worker I am to work with and how well I am meeting the needs or mission of the organization in my leadership role. I will try to set realistic expectations of myself and my staff and will aside time for reflection, professional development and reassessment of my expectations for whatever project or goal I set.
In conclusion, I believe leaders need to be well prepared in order to collaborate with superiors, peers or subordinates on the vision of the organization or project. Social skills are key to team building and to communicating with the public the goals or vision. Working with a team is what I thrive on and creating opportunities for professional development and feedback will improve my vision and keep it going in order to inspire more good work!