Back To School?

The following is my personal statement I am preparing as part of my application to the University of Regina. I welcome all reviews, critiques, and well wishes!

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Area of Interest 

In 2012, on the recommendation from a university professor, I started a blog to document my learning journey and connect with other educators.  That initial blog post started with, “I will admit that I am not the most tech-savvy person, but it’s a start!” (Thompson, 2012).  If there was ever an example of foreshadowing, this introductory sentence would be it.  Little did I know that that start would swell to an 800+ post documentation of my journey from, “… not the most tech-savvy person” to the Coordinator of ICT; responsible for the technology programming and purchasing for over 3,000 stakeholders.  This journey has been, and continues to be, guided by both an internal motivation to seek out new information as well as the external support of an unwavering mentor. 

I often describe myself as a, “country girl” and have spent the past 12 years on our three-generation family farm outside of a community of approximately 800 people.  While our location fills my heart in many ways, I am cognizant of the opportunities awarded to those living in larger urban settings.  Through my connections online I often witnessed urban classrooms participating in frequent field trips and learning from guest speakers; opportunities that expanded their learning beyond their classroom walls and allowed them to connect to experts.  Those same experiences are often a once-a-year trip for rural students that requires a year’s worth of fundraising and significant logistical arrangements.  This inequity led me to explore digital options for my students which would award them similar experiences unhindered by the budget and logistical restrictions placed on us due to geography. 

As we toured the world via Google Field Trips and connected to experts via Skype in the Classroom, we began to document our learning, build our PLN, and develop our digital footprint through blogging, the creation of YouTube videos, and a social media presence.  As I witnessed my students engage in opportunities that had previously been unattainable in our small school and feel empowered in their own learning, I was motivated to explore digital tools with more purpose.  This desire led me to pursue my Master in Education degree through Brandon University in which I focused on the use of social media to increase transparency and build connections between schools, their stakeholders, and the world. 

Through the progression of my classes I worked closely with my colleagues to assist them in their integration of technology, joined our divisional Technology PLN, and was selected to sit on our Technology Advocacy Group.  Through these positions I developed a multi-year strategic plan on the integration of technology programming for our division, including the appropriate professional development and equipment requirements for staff.  In 2018 the position of Coordinator of ICT was posted in a neighbouring school division and, while the thought of leaving “my kids” was difficult, I knew that this was most likely my only opportunity to take on this position. 

Through this role I have been pleased to find out that I not only have the honour of supporting our staff but that they have welcomed me into their classrooms, increasing “my kids” to over 2,000.  My focus continues to be on addressing inequity through the use of technology and I am looking to develop supports to assist educators and families in their selection of technology tools for the children in their lives. 

Preparation  

The writing sample that accompanied my application for the M.Ed. program at Brandon University included the following quote, “Education is the kindling of a flame, not the filling of a vessel”¹.  I asked the admissions team for an opportunity to, “fan the flame of my curiosity” (Thompson, 2014) and I can confidently say that the flame is still lit.  I strongly believe that education is a life-long journey, and it is imperative that educators model the value of educational pursuits at all stages of life.  Having graduated from the M.Ed. program in 2018 I currently sit at my largest absence from formal education since I entered Kindergarten.  My life has always been aligned in a manner that supports the pursuit of knowledge.  While my M.Ed. journey saw me successfully juggle the completion of courses while working fulltime with a newborn, then toddler, and the presentation of my graduate summative coursework while on bedrest with my second pregnancy; my children are now enrolled in school and my current position is devoted to the area of my research interests.  I strongly believe that I am personally and professionally at a place where I can effectively focus on my Ph.D. research. 

In addition to my role as Coordinator of ICT, I also serve on the executive board of the Manitoba Association of Educational Technology Leaders (MAETL) and the vice-president of the Manitoba Association of Computing Educators (ManACE).  Through these roles our groups work to better understand the dynamic role of technology within the province of Manitoba and actively develop programming models and professional supports at the provincial-, divisional-, and classroom-levels.  Our work directly influences divisional administrative procedures in the areas of social media, data security and privacy, bring your own device, video conferencing, acceptable use of technology, and digital access.  My work in these areas has also included speaking engagements across the provinces of Manitoba and Ontario with over 30 paid presentations over the past eight years.  Topics of discussion have supported educators and administrators in their use of technology integration for building connections, reducing inequity in the classroom, and empowering educators in their instructional methods. The preparation of these tasks has required me to informally compile information from those in my PLN as well as actively review available research. 

The completion of my M.Ed. was awarded via the course work route which did not include the composition of a thesis.  I look forward to an opportunity to explore research at the Doctorate level under the supervision of one with expertise in educational technology.  My current portfolio includes five publications at the provincial and national level which focus on the role of social media in education, as well as digital literacy.  I also served on the advisory panel alongside doctorial representatives from Manitoba universities and technology experts to prepare the recent publication from Tech Manitoba & ICTC, “Manitoba and a Digital-First Future: The Implications of Connectivity on Equity and Education”.  My current role in ManACE sees me working closely with two colleagues currently immersed in their Ph.D. research.  Our shared interests allow for ongoing dialogue regarding their methodologies and findings.  These experiences have shed light on components of the research process and helped to prepare me as I begin this journey for myself. 

Graduate Goals 

One unseen benefit of the Covid-19 pandemic is that the use of technology in education has increased at a far higher rate than if our traditional classroom model was still in place.  The switch to remote learning has placed all educators, students, and families in a position where they are required to modify their existing practices and learn how to use digital tools in new ways.  However, an increase in the use of online tools has not always been accompanied by a switch in pedagogical practices; especially for educators who are teaching face-to-face and remote students simultaneously. I argue that teaching online using face-to-face strategies can be equated to listening to the audio of a television show versus a podcast or audiobook.  While the basic idea of the story is still communicated, there are many details that are lost without access to the visual elements scripted into the show.  A podcast or audiobook, however, account for this medium and plan their descriptions and use of sound effects to provide a clear picture for the audience.  As I support our local stakeholders in their use of technology it is imperative that their familiarity and navigation of digital tools is paired with an understanding of what makes for a high-quality resource and what strategies need to accompany it’s use that are appropriate for the age and stage of the children they work with. 

Through my role as Coordinator of ICT, as well as through MAETL, ManACE, and public speaking, I have found that there is a large group of educators who do not feel comfortable determining what digital tools to utilize with their students.  Anecdotal evidence shows many educators implementing digital tools not based on evaluations of their appropriateness for their situation but rather word of mouth (a colleague uses it), popularity (it was introduced at a professional development session), or availability (the school or division includes it on their devices).  Unfortunately, while those who recommended the tool may have evaluated it in some capacity, the educator is still left without a true connection as to how the tool will best work for their students and teaching scenario. Furthermore, a connection to curricular content does not equate to accessibility for the student.  While many digital tools offer high-quality content, the design of the program itself may not be suitable depending on student reading level, fine motor skills, and ability to work independently.  Without a proper evaluation of how digital tools can specifically support students we often see schools and divisions develop large-scale planning and purchasing around a program that is only suitable for a subset of students. 

My goal in the doctorate program would be to develop a tool to assist educators in their evaluation of digital tools.  This would include a review of research to summarize what we know about developmental stages, how children learn, and effective pedagogical strategies at the elementary-, middle-, and high-school levels.  Research would be conducted to compile a list of commonly used digital tools by K-12 educators and how they are used in the classroom; small-group instruction, blended model, independent exploration.  These tools would be evaluated in areas such as accessibility, reading level, instructional support, and supporting pedagogies to group features by common themes.  The final product would allow end-users to evaluate a digital tool to determine its suitability for a particular set or subset of students.  It is important to note that, due to the ever-evolving nature of technology, this research would focus on features provided within digital tools; not specific tools themselves.   

Why University of Regina  

My formal preparation for the pursuit of a Ph.D. has included discussion with Dr. Alec Couros, who has agreed to take on my supervision in the event my application was accepted.  My first experience working with Dr. Couros stems back to 2012 when I participated in the #ETMOOC experience he shared out via Twitter.  From that point our paths have crossed at the Riding the Wave conference in which we both presented, him as keynote, and during a panel discussion for the BU CARES Research Connection podcast in which we discussed the digital inequity presented during the Covid-19 pandemic.  Through his mentorship I have begun exploring successful dissertations in my area of interest to familiarize myself with what is required for research at the doctorate level.  I have also tuned in virtually to many of his class conversations through his use of Twitter hashtags such as #eci834 which is currently in session.  I believe that these experiences have helped shed light on what to expect from Dr. Couros as a potential supervisor but also the Ph.D. program offered through the University of Regina. 

In addition to the role Dr. Couros plays as a potential supervisor, the University of Regina has come highly recommended by two colleagues whose opinion I hold in high esteem: Dr. Mike Nantais and Ph.D. candidate Matteo di Muro.  Dr. Nantais, whose influence began my journey in technology in 2012, openly discussed my potential Ph.D. journey throughout my M.Ed. at Brandon University.  Understanding my interests, the potential of having Dr. Couros as a supervisor, and several connections at the university, Dr. Nantais has always spoke highly of the program.  What has been even more powerful, however, has been the opportunity to follow Matteo di Muro along on his journey in the Ph.D. program.  Our paths overlap frequently due to our roles as the senior-executive team on ManACE, co-moderators of the Twitter #MBEdChat, as well as similar positions in neighbouring school divisions.  The ability to converse about his experiences, research interests, and follow his learning via online channels has provided valuable insight into the program offerings and expectations. 

It is also important to note the geographical benefits of University of Regina.  As a self-declared, “country girl”, the small-town feel of Regina is a personal preference.  In addition, with our school division extending to the Saskatchewan border, the location of Regina is favourable for required travel as I am not in a position to access Ph.D. programs that would require relocation or regular airline commutes.  Furthermore, with a background in the role of technology for rural and remote students, it is important that I have an opportunity to work with professors who understand the reality of rural education and Saskatchewan holds a higher percentage of rural residents compared to Manitoba (Statistics Canada, 2011).  

I ask that you accept this personal statement in partial fulfillment of the requirements of application to the University of Regina: Faculty of Graduate Studies and Research.  I strongly believe that the pursuit of a Ph.D. is the next step in my professional and personal development. My area of interest directly correlates with my role as Coordinator of ICT, MAETL, and ManACE, and I feel that by strengthening my understanding I will be better prepared to support educational stakeholders at all levels of involvement.  Under recommendation from my mentors, and with the support of Dr. Couros, I look forward to an opportunity to call myself a University of Regina student.  

References 

BU CARES. (2020). “The ‘Tech Gap’ and Covid-19”, BU CARES Research Connection Podcast. Available online at: https://www.brandonu.ca/bu-cares/podcasts/the-tech-gap-and-covid-19/  

Statistics Canada. (2011). Canada Goes Urban. Retrieved February 12, 2021 from:  https://www150.statcan.gc.ca/n1/pub/11-630-x/11-630-x2015004-eng.htm

Thompson, K. (2014). “Fanning the Flame of Curiosity”. Teaching in a Fishbowl. Retrieved  February 12, 2021 from: https://fishbowlteaching.com/2014/04/fanning-flame-of-curiosity/  

Thompson, K. (2012). “My Introduction to The Blogging World – Is WBT An Interruption?”.  Teaching in a Fishbowl. Retrieved February 12, 2021 from: https://fishbowlteaching.com/2012/01/my-intro-to-blogging-world-is-wbt/  

Thompson, K. (2021). Teaching in a Fishbowl. Retrieved February 12, 2021 from:  https://fishbowlteaching.com/