Posts
This course has challenged me to reevaluate how I view my relationship to technology, particularly computers. I have completed assignments which took me far beyond my comfort zone. From inside of computer hard drives, behind the booting process of my computer and into the history of the technology industry itself. I have learned quite a bit. Have I found all of these experiences to be relevant to what I do from day to day? The answer is yes, personally and professionally.
One of my very first assignments was to look at the inside of a computer and its components. When I first realized that I would really have to take apart a computer, fear set in for a moment. What if I couldn't get it back together? What if I broke something? What if...? This was huge for me, I didn't believe that I could do this. Reluctantly, I popped the case off of the hard drive and saw the inside of it, my confidence grew. I got excited.
Another project which had my nerves on edge forced me to scream on the inside, "Try an alternative operating system?!? Override my current operating system?!? I don't know how to do that! I could really destroy something now..." I convinced myself to take a deep breath and do it. Although, I didn't accomplish what I had hoped to after much investigating, many attempts and deep breathes later, it was another confidence building experiment. With many hours of frustration, I explored several versions of Linux and actually tried to use a few of them. That was a success in its own right.
How has this course, and its content connected to me? This course has introduced me to economical options for computer products and tools to use in my home and at school. It has given me a forum to explore technology that was new to me, but has been available in some form or another and being used by others. I was able to compare them to what my school district and I are currently using. Another vital part of my experience in this class, is something that I believe is pivotal to learning. I was forced to step, leap, fly and jump outside of my comfort zone. I had to put my money where my mouth was. The same advice and push I give to the students in my classroom, I had to give to myself, "come on, just try it. You can do it, I know you can." I was right. I didn't break anything, which is what I was afraid of. I didn't destroy my computer operating system (something else I was afraid of).
On the contrary, I learned how my computer works on the inside. I learned about the history of the computer industry, and how this history may shape the future development of products, their cost and how they are used. I learned how to evaluate and weigh products for before making purchases. Was this useful information that will help me in the future? Yes, it was. Before taking this class, I did not have an idea of how to determine what my needs were in a computer. I didn't understand the terminology and had to rely on others to explain details to me. Now I can determine what my needs are based on what I know and ask the right questions when shopping around?
How might this class be improved? If I were to make any suggestions about how to improve this class, it would speak to the areas that made me the most uncomfortable, but provided me with the most growth. It would have been more helpful, to have demonstrations before having to do the hands on activities. As I approached some of the assignments that were the most difficult, I found that I was uncomfortable because I had no clue what steps I should follow or what to expect. I also didn't know what to do if something went wrong, causing me much anxiety.
Would I have had the same potential for growth if I hadn't been forced to face the unknown? Would I have experienced the excitement and boost to my confidence from having to figure some things out myself? I am not sure. What I am sure of is that this forced self directing was worth it and my frustrations turned into invaluable learning experiences and personal triumphs. These are triumphs that I discuss with my students in their moments of learning and seems to encourage them to push past their frustrations to reach their own successes. This is what makes connection to this course and its content real for me.
Tracey
ReplyDeleteIt sounds like this class was a great experience for you. I believe you taking the risk and going outside your comfort zone will add to your success in teaching. I would agree that students are able to pick up on the fact that when their teacher is willing to take risks they believe they also can take risks. Good luck!
I, too, was very much outside of my comfort zone during portions of this class. As in my undergrad coarse work, the assignments I hated the most turned out to be the ones I learned the most from and will remember the longest. I have also talked to my students about my struggles with this class and it has helped them see that they can live through any challenge.
ReplyDeleteTracey, I so connected with the portion of your post where you point out that we were asked to do what we ask our students to do on a daily basis. I, too, experienced anxiety and took those experiences to the classroom with me to share. I think it is important for students to see us as life-long learners--the types of learners we encourage our students to be.
ReplyDeleteTracey,
ReplyDeleteI am with you when you say you were nervous about breaking the computer. I also took a lot from this class. The fear you talked about really spoke to me. I was fearful on that same alternate operating system assignment. I was worried that my computer would never be the same again. In the end, I just feel a lot smarter about computers now and that is pretty cool.
I learned early in my teaching career, btw it was in the mid '70's, a lesson that I will share. Real good directions and high expectations are what is needed in assignments. If you need examples, to show students what you want, then the directions need to be rewritten.
ReplyDeleteExamples produce pale copies not fresh new solutions. An example is the problem already solved, it does not help the student find the solution.
In return, teachers need to be ready to accept products from students that meet the assignment in a way that the teacher might not have expected. In this way both the teacher and the student might be taken from their own repective "comfort zones" and taken to a place where they both learn.