While I would miss-out on the face-to-face interaction I benefited from in my professional development opportunities, I found that discussion forums, peer feedback, and virtual meetings filled that void and still allowed me to learn from and be inspired by others.

Upon entering the MAET program, I thought simply utilizing technology would make content engaging for students.

It seemed that throwing a cell phone activity at them would at least keep them alert and awake. Reflecting back, that is a horrible picture of what engaged truly is and should be.

Additionally, for math, I felt limited in how to construct lessons and assess learning. Traditionally, I simply gave notes and a homework assignment most days.

I used class discussion, homework, and tests to assess students. My classroom was repetitive in nature because I did not know how to stray from my routine.

I wanted to change. I initially made an effort to include more calculator explorations, as this was the main source of technology my professional development and personal learning experiences focused on in my first year of teaching math.

However, as I progressed throughout my graduate program, I learned this assumption that I would engage learners through the use of a tool relied too much on the instrument and not enough on the educator and students using the tool.

While all of my MAET courses helped develop my thinking, three courses in particular pushed the boundaries of the possibilities I saw for my classroom.

One of the first courses I took was CEP Teaching for Understanding with Technology. This course focused on using technology to access information from sources such as blogs, YouTube videos, forums, etc.

I had the opportunity to explore the wealth of information Online by creating a Networked Learning Project. I had the freedom to choose any new skill I wanted to learn via digital resources.

The beauty of this project is I could pick a completely random topic like learning how to create beach waves in my hair, so I did.

I found I was excited to learn, to experiment, and to create video and written blogs reflecting on my learning process and progress.

After participating in this learning experience, I realized I have a responsibility as an educator to show students the access they have to information via different mediums.

Moreover, I could similarly use online resources to supplement instruction I provide in class for my students. In my own classroom, I began to post resources on my Weebly site such as instructional videos for topics like line of best fit and dividing polynomials, interactive practice problems, an online graphing calculator, articles comparing methods for solving quadratics, etc.

While students do not have much freedom with regards to what they learn given there are state standards for mathematics that must be met, they can have freedom in how they learn.

I hope to provide opportunities in the future where students must explore topics on their own using outside resources.

CEP deepened my belief that when a learner researches independently and is forced to teach a topic, they will be pushed to attain a greater level of understanding.

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