Important Understandings and/or Skills Developed in the MI Program
Throughout the MI program, I have developed understanding and skills.  
I am going to explain three skills that have changed my teaching. 

1.  Webpage Creation
The most important skill I developed in the MI program was learning how to create webpages.  Before I started the MI program, I could only use Microsoft Word.  While take the course Internet Curriculum Applications, I learned all of the basics in creating webpages.  From there, I began making webpages using Netscape Communicator.  I learned how to upload files, insert images, and create links.  Creating webpages was an easy task for me.  Then I began creating webpage after webpage.  I made a third grade webpage for my class, a fourth grade webpage, a webpage to host all of my graduate assignments, an online portfolio, and an online resume.  I taught other teachers how to make webpages.  As I continued through the program, I refined my skills.  I continually modified and changed my webpages.  I am very proud to say that this past semester I took EDUC 885, Advanced Multimedia Design.  I learned the basics of Dreamweaver and created a webpage from scratch.  I was able to use all I learned to improve my classroom website.  The learning I gained is apparent when comparing my first webpage to the Dreamweaver webpage.  Learning how to create webpages has also affected my students' learning.  They use the webpage on a daily basis to practice math facts, conduct research, and extend their learning.   Not only do they use the website in school, but they also use the website at home.  The webpage I created not only enhances their learning, but it actively engages them in their learning. 

2.  Research
One of the most important understandings I developed in the MI program was a new understanding of research.  I felt a sense of dread as I registered for EDUC 600, Teacher as Researcher.  I did not like reading research, and I was not happy at the idea of conducting research.  However, my professor changed my understanding of research and showed me the importance of research.  In addition, as I read Living the Questions: A Guide for Teacher-Researchers (1999), I began to learn about teacher-researchers.  My old ideas vanished.  In their book, Hubbard and Power prove that “teaching is research and research is teaching” (p. 21).  This book inspired and empowered me.  As I read the words of teacher-researchers in the midst of their studies, I realized that it was meant for me.  I became a teacher-researcher and conducted research in my own classroom!  Hubbard and Power state that “the best research questions are located in a taut spot between two points…once you find a gap that needs to be traversed…you have found territory in your classroom that is ripe for questioning” (p. 25).  Through this inspiration, I allowed a research question evolve.  Then I collected and analyzed the data.  The process was grueling but fascinating.  The results of my research astonished me.  I was amazed by what my students taught me when I took the time to listen to what they were saying to me through their actions and attitudes.  My proudest moment was when I turned in my final research paper called Engaging Students in Learning.  I never thought I could write such a paper.  When my professor told me that I should consider publishing the paper, I was ecstatic.  In fact, finishing my research paper and finishing that class was the catalyst for applying to the Ed. D program at UD.  I now take the results of my research and apply it in my classroom everyday.  I also make sure I take the time to observe my students and determine what they can teach me about my teaching. 

3.  Technological Literacy
Before I entered the Master of Instruction program, I was technologically illiterate. As I stated above, I was only able use word processing programs.  I rarely used technology in my classroom.  I knew how to teach my students reading, writing, and math, but I had no idea how to teach them to use technology.  The MI program truly gave me the technological literacy I needed.  Not only did I learn how to teach my students to create PowerPoint presentations, but I learned how to teach my students to navigate the web.  I have educated my students to safely use the internet.  I also learned how to integrate technology seamlessly into my instruction.  I have learned a variety  of skills that I needed to become a versatile teacher.  In his book, Internet Literacy, Hofstetter states, "The Internet is enabling students of all ages to collaborate on worldwide projects, share discoveries, and develop strategies for acquiring knowledge in a social context.  It is difficult for a teacher to provide this kind of environment for each student in a traditional classroom.  Since there is only one teacher for many students, it is physically impossible for a teacher to support each student's individual needs.  The World Wide Web helps by providing students with an interconnected world of knowledge to explore" (p. 26).  This technological literacy has transformed my teaching and has allowed me to meet the needs of all of my students.  It has helped remove my classroom walls, and I am now able to take my students to places they could never go before.

References

Hofstetter, F. T.  (2001).  Internet Literacy.  New York, NY:  McGraw-Hill Higher Education.

Hubbard, R. & Power, B.  (1999).  Living the questions:  A Guide for teacher-researchers.