Initial Goal Statement
January 2004

My professional plans and career development are centered on the design and development of instructional courseware using available technologies. Additionally, I would like to educate individuals on the university level on the appropriated uses of technolgoy and how to make it all relevant in their careers and life.

Upon graduation in December of 2002 with my M.Ed. in Curriculum and Instruction and the Integration of Technology in Schools from George Mason University, I set out to become a change agent in my school bringing with me constructivist beliefs and the knowledge to design authentic learning opportunities for learners of all ages.

I continue in this role as a School Based Technology Specialist for Fairfax County Schools and find myself surrounded by all kinds of new innovations pouring down onto teachers. While I am faced with the responsibility for training the teachers in the uses of these technologies, my education and experience alert me that these technologies must be made relevant to the teachers in order for them to uses these tools to integrate technology within their classrooms. The school system attempts to keep up with the latest trends in technology but falls short in making the connections that help to interated technology into the classroom. Education in these technologies is needed rather than simple training in the uses. What I have found that while school systems and teachers are open to the idea of authentic learning and constructivist beliefs for their students, they lack the opportunity for the same in their staff development.

I have observed the methods and materials available to teachers to learn about the latest technologies, equipment, and software. I have also observed that for many reasons, including lack of time and personnel, teachers are trained in the operation of the innovations yet lack the education about how, when , and why these innovations are used. This results in the misuse of lack of use of the innovation by the teacher and within the classroom.

As a Ph.D. student I plan to expand my knowledge gained as an ITS graduate and focus on designing authentic learning opportunities that teach educators not only to use new technologies but to use these technologies as tools within their curriculum, bringing the real world into their classsroom. I have an interest in asking and answering questions such as, How can staff development help the educator form habits so that new innovations are integrated not only into the work habits of the teacher but also follows into the classroom? What are the most practical ways and best designs for educators to learn new innovations? How do corporations approach similar dilemmas? Through conversations with staff development leaders in the technology management group for FCPS, I have learned that this is a current topic and one that would be supported for research.

Through my ITS background, my work as a mentor for the George Mason Integration of Technology in Schools Online Certificate program, and my position as an adjunct for the current ITS cohorts, I have learned and subsequently developed my skills as an educator of adult learners. I have a genuine concern for the success of these individuals and therefore, for the program. Through my work with graduate students in the ITS program, I have developed the skill of asking prompting questions and inviting students to extend their ideas from what they have learned to how it all connects with classrooms practice. I have developed into a motivator, collaborator, and builder of relationships. I believe these qualities are much needed in a student seeking a doctorate.

My hope is to use my Ph.D. to become more than the change agent in my role as School Based Technology Specialist, but to be an expert in designing and developing programs using technology as the tool to teach integration, leadership, and problem based learning. I hope to become a leader in using technology as a tool in staff development for educators. Pursuing my Ph.D. also promotes my goal to be a life long learner.

I chose to pursue my degree at George Mason University because I feel that the faculty in the Instructional Technology group provides the best fit for my goals. Completing my Master's degree through the Instructional Technolgoy program was a life-changing event for me. The program opened my eyes into the world fo autentic learning and assessment. As I saw succesful results in my Action Research and an increase in the appropriate use of technolgy by my research subjects, I realized that I wanted to expand my knowledge in this area. I have been greatly influenced by the work of Priscilla Norton, Stacy Connors, and Bill Warrick and hope to continue my work with them as a PhD student.

After reviewing my professional goals, my current passion for educating teachers in the integration of technology, my desire to improve staff development through the use of technology, and my desire to teach at the university level, I feel that a PhD in Education is necessary.