Ian D. Jones
Science Strong and Tech Savvy
It's Name Tells What it Does: Synthesizing Connections
I often use the word synthesis in my biology classroom. We first see it when talking about metabolism during our biochemistry unit, specifically how compounds within our bodies are rearranged for use, transport and storage. The chemical reaction, Dehydration Synthesis, is used to connect carbohydrate monomers together and creation of triglycerides, AKA fats. I love teaching this topic. I always say, “It tells us what it does, Dehydration: removes water and Synthesis: making, making a bond.” We cross the idea again during cellular energy, both photosynthesis and cellular respiration use a protein called ATP synthase. I always ask, what do they think it does. By this time, they are good at using word parts to figure out meaning, one of the many great things about science. It helps to make ATP, (Adenosine Triphosphate) which is the energy currency molecule in living things, the more created the better for driving all aspects of life. I discuss synthesis one more time, when we cover protein synthesis. This is the creation of proteins, based on a specific DNA sequence, is integral to all characteristics living things have. I repeat myself many times, saying, “DNA is the code for the proteins and the proteins do everything.”
The common thread here is that synthesis means making. It all depends on what the making is about. I like to think that I have made many things since my decision to enter the Michigan State Master’s of Educational Technology (MAET) program. I know that I have made: 1) connections 2) curriculum and 3) collaborative learning environments for myself, colleagues and students.
Connections:
I knew that I needed to work on a graduate degree and had thought of sticking to the field of biology. I was in the middle of my first year of full-time teaching when I decided to seek a Master’s of Educational Technology. Real world problems, like scheduling, travel time and cost had me looking at other options. A fellow colleague was completing his coursework in EdTech, of which he was quite an inspiration to me. There were so many times when he taught me to bring technology into the classroom to allow for the students to take more ownership over their work, collaborate together and learn material. Additionally, he showed me that some of the technology can make things easier for the teacher, cutting down on the paper, filing and record keeping.
Not only did I connect with a colleague that brought me along in my EdTech knowledge, but I quickly became a leader amongst other teachers when using, troubleshooting and trying new technologies. Trying new things can be scary. I received two messages loud and clear from the EdTech program; 1) things will change in education and 2) change/new things do not have to be scary. As we begin to cover new material with our students, we ask them to be brave, to answer questions, to research topics and create their own perspective on the world. It is imperative that we model this for way of thinking and behavior for them. When we express to them that we do not have all the answers, it’s OK to take some risks and failing isn’t fatal, it can lead to understanding.
I was given the opportunity to lead many different professional developments with my educational knowledge and being part of the School Improvement team. My fellow teachers sought my advice and experience to aid them or to even share out some great things they were doing in the classroom. One of my favorite courses, Technology and Leadership, taught me that education and business are very alike. We all have stakeholders, customers and must remain highly rated to continue to be effective. That great leaders have solid visions of where they want the group to go and can plan accordingly for obtaining the goals set forth. Leaders must be able to train their staff, delegate responsibility, then trust their staff to make the right decisions. The leader cannot always be the one to double check work, or fix a problem.
My program has given me the tools to scour the social media, the web and educational books for ideas about bringing the student to the learning. I am able to make it personal to them, keeping their interest and even pursue biology outside of their classroom responsibility. I can connect with people on many different fronts, not only from a literal digital conversation, but I can hold my own and even share educational and technology based philosophy and pedagogy.
I believe my first Educational Technology Certificate course (Teaching for Understanding with Technology) furthered my connections to students the most. This introductory class helped me to see that I could, not only find great information all over the place, but that I could share out with all my followers in a few clicks of the button. I could get articles, videos and information from experts and other teachers around the world, then allow for my students to see what I have found with relative ease. I began to have students share back to me. Even using Twitter as a location to record mid-term review information. As students progressed through their reviews, they defined, diagramed and explained our information, then snapped a picture that was sent out to me. Soon my feed was full of all the topics and what the students knew about it! Now, Twitter is a regular part of my everyday class, students know it is one of the best ways to get ahold of me, ask questions or share material. I have even created a hashtag for my school, #IArocks, staff, students and administrators use to tell people that we love what we do!
Collaboration: 2 of my fellow Biology teachers and myself. We work well together, sharing lesson, labs and departmental labor.
Curriculum:
Every teacher has to do it at some point, create something(s) that you want students have know. The avenue through which they receive this information can be as vast as the deep ocean. Over my six years teaching at the International Academy, I have taught 9th, 11th and 12th grade biology, 12th grade environmental systems and societies, 10th grade personal project (student research and create their own capstone) and 12th grade Exam Prep (seniors review and learn techniques that allow them to be successful on their six International Baccalaureate exams). I have had my fingers dabbling in all of these curricula, working to find new examples, following new state, national and international prescribed curriculum and creation of material that myself and my department members can use in the classroom.
I believe that Adapting Innovative Technologies to Education and Psychology of Learning in School and Other Settings gave me the tools to create some awesome lessons and materials for my students. As seen on my Showcase page, Solutions to the Problem, I made a lesson that has all the features that freshman students will need to know about distinguishing cell types. This could be used in a flipped classroom or as a review tool. Also, I learned that manipulatives can be helpful for students to recreate difficult concepts. I have found that giving students tangible, physical props to manipulate aids them in understand how very small biological molecules and structures work. Feeling inspired by these courses, I have branched out and began to build one-stop, all you need presentations for my topics. I am most proud of my DNA: From Nucleus to Phenotype and Digestion products. These are to be used with a teacher facilitating the information, but provides many small offshoot links, animations and videos that students can check out, if they have more interest.
Collaboration:
The MAET program has reshaped my thoughts about collaboration. As a K-12 student, almost everyone wants to work in a group. This way a problem can be solved from many points of view and the assignment can be divided among the members. I found the group work in my early courses seemed forced. In both Adapting Innovative Technologies to Education and Applying Educational Technology to Issues of Practice, we were required to “meet” via video conferencing, but were not allowed to use the most popular resource out there for this connection. Working with classmates that have completely different schedules, some worked full-time, others did not. I even had a student that lived on the other side of the world, which was very difficult to meet with, since she was 12 hours different than me. We did not necessarily want to work together, our grade levels and subject areas were very different. Collaboration is important, but all parties need to be on the same page to some level.
A crucial aspect to quality collaboration is creation of an environment that lends itself well to others working together. This might be the technology involved, the location, direction the group is to follow or what each group member can contribute. I have been fortunate to work with excellent people during my educational career so far. We have been given direction and then the freedom to work on the things we know best to make our students thrive. I have tried to take this same approach in my classroom. Creation of a safe place, where everyone can share their thoughts, ask questions, without any worries of what someone will think of them. This doesn’t completely support collaboration. Students need to give some tools that will foster the work they do. Several MAET courses have given me resources to share with students, plus the district’s Google Apps for education that will let students share documents with each other and work simultaneously.
Learning to become a lifelong learner is one of my greatest lessons. Making use of the opportunities, people and technology with emergent properties continues to create a better me.