Metaphor
As I approached the task of deciding upon a metaphor to connect my learning within the MET program, I knew it was important that I chose a theme in which environment played a central role. As a Biology teacher and an outdoor enthusiast, it is not surprising that many of my MET assignments have taken on environmental themes. I have felt very fortunate to have been enrolled in a masters program in which I can truly tailor my learning to my interests and values.
"Metaphor, in particular, illustrates how the individual self is entangled with (and is a part of) a larger system of ideas." (Flinders, 1992)
I decided upon the concept of "ecological succession" for my metaphor because it allowed me to highlight the growth and change that occurred for me through my MET journey, as well as the interconnectedness of my learning. Ecological succession describes the changes in an ecosystem over time, with ecosystems going through distinct stages that are moderated by the abiotic (non-living) and biotic (living) factors in that environment. It starts with relatively few pioneering species and develops increasing complexity until it becomes a relatively stable, climax community, rich in biodiversity. I felt that this was representative of my learning through the MET program, which was moderated not only by my course work, but also through my own personal experiences. My understanding of best practice for technology use in the classroom became increasingly complex as I worked my way through a variety of courses.
I have chosen to use secondary succession because it follows the disruption of a pre-existing community (ex. by fire) and it is therefore influenced by what was there before (such as soil and seeds). This is in contrast to primary succession, which starts from bare rock and thus must begin its building from the foundation (soil), up. While I would not describe starting the MET program as a disruption (although maybe it is a disruption from life as I had previously known it), I felt that secondary succession was a more appropriate analogy than primary because I wasn't starting from scratch. I had already completed seven years of teaching and thus my learning was influenced by my pre-existing understanding of the role of technology in the classroom.
I have chosen to use secondary succession because it follows the disruption of a pre-existing community (ex. by fire) and it is therefore influenced by what was there before (such as soil and seeds). This is in contrast to primary succession, which starts from bare rock and thus must begin its building from the foundation (soil), up. While I would not describe starting the MET program as a disruption (although maybe it is a disruption from life as I had previously known it), I felt that secondary succession was a more appropriate analogy than primary because I wasn't starting from scratch. I had already completed seven years of teaching and thus my learning was influenced by my pre-existing understanding of the role of technology in the classroom.
Secondary succession is a vast topic, so I have decided to focus my metaphor on five key areas, each corresponding with a tab at the top of the page.
- Environmental survey - In order to understand the changes within an ecosystem, you must first understand the specific factors working within that system. An environmental survey would be conducted to understand the unique dynamics at play. Similarly, my Environmental Survey section frames the rest of the ePortfolio by informing the reader of my Audience, Purpose, Metaphor and Rubric.
- Pioneer Species - These are the first species to become established following the disruptions. They colonize the area, paving the way for the remainder of the stages by altering factors such as soil nutrients and light levels and making the environment more suitable for growth. These will be represented by the first three courses that I took in this program: ETEC 512, ETEC 510 and PHIL 435.
- Intermediate Species - These species become established under the protection of the pioneer species. They represent a transition between the Pioneer Species and the Mature Community. These will be representative of the four courses that transitioned me from my early learning towards this final culminating project: ETEC 531, ETEC 533, ETEC 511, and ETEC 500.
- Keystone Species - These species play a crucial role in the way an ecosystem functions and have a disproportionally large effect on their ecosystem relative to their prevalence in the habitat. While all of my courses were instrumental in helping shape my educational practice, there are two courses that stand out above the rest. For this reason ETEC 520 and ETEC 521 will be my keystone species.
- Mature Community - The term Climax Community implies that a final, stable community, with a wide diversity of species has been reached, whereas as a Mature community implies that changes are still occurring. While this final project for ETEC 590 signals the end of my MET degree, my learning surrounding educational technology is by no means finished. As new technologies are introduced my knowledge will have to continually adapt and grow along with it.
Return to Environmental Survey
References
Britannica (2014). Succession [Image] Retrieved from http://kids.britannica.com/comptons/art-90130/Secondary-succession-takes-place-following-a-major-disturbance-such-as
Flinders, D. J., (1992) In Search of Ethical Guidance: Constructing a Basis for Dialogue. International Journal of Qualitative Studies in Education. Vol 5, No. 2, pp. 101-115.
© Long, J., (2010). Students at work [photograph].
© Long, J., (2014). Volunteering [photograph].
Britannica (2014). Succession [Image] Retrieved from http://kids.britannica.com/comptons/art-90130/Secondary-succession-takes-place-following-a-major-disturbance-such-as
Flinders, D. J., (1992) In Search of Ethical Guidance: Constructing a Basis for Dialogue. International Journal of Qualitative Studies in Education. Vol 5, No. 2, pp. 101-115.
© Long, J., (2010). Students at work [photograph].
© Long, J., (2014). Volunteering [photograph].