As I read through my Instructional Technology Design book after having dinner with my husband, I find myself pressed for time to finish the assigned chapters by the next synchronous session. The night crawls by as the hand of of the clock swings and ticks to the rhythm of passing time. Lethargy fills me. My thoughts wander to my phone. Compounded stress from work seeps into my mind as I take on the role of a graduate student.
Fortunately, I am only studying for my EdTech Masters program as a part time graduate student. I am able, for the most part, to balance my tasks of attending my EdTech classes, reading and completing projects and discussions, lesson planning for my students, commuting to my school to teach, spending time with family, serving in my church ministries, and resting (this last part is questionable).
When I look at my friend, Sarah, who is studying full time in her Masters in Curriculum and Instruction program and teaching English to high school students full time, I marvel at how she does it all. Sarah and I both studied together in the same teaching credentials program 6 to 7 years ago, and now we unintentionally ended up taking one class together back at the same university. She is at the last stretch of her program, where I am just barely beginning.
We decided to have a conversation together about how our masters programs are helping with our teaching, our thoughts about what it means to be a student and what it means to be a teacher, dissecting the differences in these roles, and the hardest part of balancing everything.
Here were a few questions we explored:
How is studying in our masters program helping our teaching?
What does it mean to be a student? What does it mean to be a teacher?
What is the hardest part of balancing between being a student and a teacher?
Here are few snippets from our conversations:
Learning about the different EdTech trends and learning theories help me further reexamine my teaching craft in the classroom. The whole point of using technology is not just something to use to “advance the classroom” but to truly enhance learning. This is something I appreciate most so far in my program. I really hope I can bring Personalized Learning into my school with the power of technology.
To be a student is to be open to learning, to feedback, to improvement. And to be a teacher, it is not any different. I need to learn in order to teach. It is a reciprocal relationship.
Sometimes, I lack motivation to read my class materials after a long stressful day at work. And sometimes, when I read about different learning theories and strategies, I get cynical, unsure if this can even work in the classroom. I definitely depended on God and my faith to help push me through, when I ask myself is this what I really want to study? Or is it something that I temporarily was fascinated about due to the pandemic?
Listen to our full conversation on our podcast episode here:
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