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Professional Growth Plan

“If your actions inspire others to dream more, learn more, do more, and become more, you are a leader.” President John Quincy Adams.  

 

 

Educational Philosophy

As I continue my vision of pursuing my doctoral degree in Educational Technology Leadership at New Jersey City University (NJCU), I would like my actions to be inspiring and motivating as an upcoming leader in the field. As an educator for the universities of New Jersey, I would like my educational goals to inspire students to aim for their highest potential. I would like my students to be innovators and thinkers beyond their expectation while using technology to reinforce their learning skills. Toh, Causo, Tzuo, Chen, & Yeo (2016) report that using technology tools improve the lessons and students’ skills through hands-on activities. In addition, using technology was viewed as an effective tool to develop and promote team skills, problem-solving skills, and collaboration. My will to accomplish the Educational Technology Doctoral Program will be to gain a strong foundation on the importance of becoming a dedicated twenty-first-century leader who can guide students through graduating college.

 

Leadership Philosophy

 As a doctoral student, the leadership philosophy that inspires me is transformational leadership. At the beginning of the program, I was a novice in the Educational Technology Program. As I progress through the terms, I realized how important it is to implement technology in our school system. I am therefore transforming to be a leader in the field that was new to me. James MacGregor Burns, a political sociologist, describes transformational leadership as a method in which individuals participate and interact with others, and generates a connection that increases the level of inspiration, and morality in both the leader and the follower (Northouse, 2013, p.162).  The characteristics of transformational leadership are dominant, significant, self-confident, resilient moral values, good role model, express self-assurance, and motivate followers (p.165).  These characteristics exemplify the concept I intended to embrace as a trailblazer in the field. Throughout the past year in the program, I became more assured, encouraged, and empowered to try new ventures as I became a facilitator and presenter. I found a voice that I did not know I had as I cooperated with my new community of practice and peers of Cohort 5. I learned the important meaning of group work, tolerance, endurance, reverence, and communication with my peers and instructors. Our cohort strives to become a strong community of practice that desires to progress our skills and practice joint activities, goals, purposes, commitments, and desires in a collective way (Lave & Wenger, 1991, p.98).  Lave and Wenger (1991) describe Community of Practice as “a set of relationships in which that community shares similar activities and experiences in the world” (Lave & Wenger, 1991, pg. 98). The group of individuals wants to attain mastery of whatever it is that they are concerned in learning.

 

Goals and Objectives

I am presently an Adjunct Instructor in Mathematics who strives to become a Full-Time Professor. As a Math instructor, I want to use my Ed.D in Educational Technology to improve and motivate students’ learning by using technology such as mathematics adaptive learning assessments. As Toh et al (2016) stated the importance of technology in the classroom, I want to implement such devices in my classroom because students struggled and have mathematics anxiety that does not allow them to excel in the class. García-Santillán, Rojas-Kramer, Moreno-García, & Ramos-Hernández (2017) defined Mathematics Anxiety as the current syndrome of sensitive responses to arithmetic and mathematics (García-Santillán, Rojas-Kramer, Moreno-García, & Ramos-Hernández, 2017 p.242). The aim of García-Santillán et al (2017) report was to identify the variables that govern the anxiety towards mathematics in university scholars. Finally, I would like to create a vision that is empowering, inspiring, and engaging in schools. Furthermore, I would like my addition and my vision to open communication, hold academic excellence, diversity, and respect. Moreover, my actions to influence others to dream more, learn more, achieve more, do more and become more.

 

Standard and Measures

To achieve my vision for the next three years, I will extend my professional experience and enlarge my scholarly accomplishments. The following will serve as a guideline:

 2017-2018 Accomplished Goals

  • Attended Summer Institution I at NJCU

  • Continued coursework for Ed.D

    • EDTC 801- Summer Institute I in EDTC

    • EDTC 802 - Principles of ET Leadership

    • EDTC 803 - Data Analysis and Report Writing

    • EDTC 804 - Global Issues in ET Leadership

    • EDTC 805 - Cross-Discipline Studies Tech

    • EDTC 806 - Research Methods in ET Leadership

    • EDTC 807 - Implementation and Eval. of Curriculum 

  • Participated in Webinar 2017-2018:

    • Integrate iMovie into their own

    • Innovate and Re-Imagine education with robotics and drones

    • Effective grant writing

    • Tech it up! Using technology to enhance your lessons

    • Research and present in multiple media

    • MakerBot on 3D printing 

  • Presentation

    • Presented NJ Maker Summit in EV3 Lego Mindstorms 2017

    • Presented on EDTC Family Technology Day on wearable technology 2017

    • Presented at HCCC Library Makerspace event with mathematics students 2018

    • Presented for HCCC EOF on technology 2018

    • Presented on Educational technology app usage in the classroom 2018

  • Continued to teach in Higher Education in Mathematics

  • Build a website, BAACE Education, to bring education technology in West Africa

  • Attended "Education in China" by Dr. Jan workshop 2017

  • Attended "Presentation by Mr. Etienne Wenger" workshop 2018

  • Participated in video conferences on Online Supplementary Instruction 2017-2018

  • Attended and participated in “Girl for STEM” project and activities 2018

  • Facilitated in EDTC Gamified Scavenger Day 2018

  • Facilitated in NJ Hack-A-Thon 2018

  • Reviewer and judge for the 2018 CODiE Awards

  • Reviewer and judge for the 2018 IEEE TALE Review Committee

 

2018-2019

  • Attended Summer Institution II at NJCU

  • Continued coursework for Ed.D

    • EDTC 808- Summer Institution in ETL II

    • EDTC 809 – Assessment and Evaluation

    • EDTC 810 – Statistics for Educational Research

    • EDTC 813 - Advanced Using Integral Software Across the Curriculum

    • EDTC 814 - Advanced Effective Models E-Learning

    • EDTC 815 – Administration and Supervision of Technology in Educational Settings

    • EDTC 816 – Advanced Building Online Communities

  • Presentation

    • Presented at NJEdge 2019, (Bamba Adewumi, 2019a)

    • Presented an NJCU Webinar 2019, (Bamba Adewumi, 2019b)

  • Attended and participated in “Girl for STEM” project and activities 2019

  • Judge and reviewer for the 2019 CODiE Awards for Best Emerging Instructional Technology Solution:

    • Amplify Fractions – a concept-driven supplemental program based on learning progressions and decades of research into how students learn fractions.

    • Inspire Science 3D – an innovative educational app that is a mixture between All Things Media (ATM) and McGraw-Hill Education (MHE).

    • BlueStreak Education – blended instruction of math skills and concepts

    • MobyMax – Emerging technology solutions to guide students in geometry

  • Prepare an article for publication in RUME and American Mathematics Society, possibly co-written with a professor

  • Develop a technology proposal on Supplementary Instruction for Mathematics in NJ Higher Education

  • Continue to teach Mathematics in Higher Education

  • Reviewer and judge for the 2019-2020 IEEE TALE Review Committee

  • Present in NJ Maker Summit

  • Attend Educause conference

 

2019-2020

  • Attend Summer Institution III at NJCU

  • Complete requirements for Ed.D

    • EDTC 811 – Summer Institute III

    • EDTC 812 – Teaching in the Adult Learning Environment

    • EDTC 817 – Advanced Developing and Managing DL Programs

    • EDTC 901 – Dissertation I

    • EDTC 902 – Dissertation II

  • Prepare an article on Adaptive Learning such as Online Supplementary Instruction for RUME and American Mathematical Society publication

  • Begin the dissertation process on Online Supplementary Instruction in Mathematics

  • Become a Full-Time instructor in higher education

  • Facilitate in "Girls in STEM" project

  • Attend Educause conference

  • Facilitate IEEE Tale 2019 conference 

  • Facilitate ISTE conference

  • Facilitate NJ Edge Conference 

 

Post-Graduation

  • Attain a full-time mathematics faculty position at a College or University

  • Publish a journal article at the National Council of Teachers of Mathematics

  • Present at the Mathematical Association of America conference for the MathFest

 

Conclusion

In conclusion, as a doctoral student in the Educational Technology Leadership, I would like to create a vision that is empowering, inspiring, and engaging in schools. Furthermore, I would like my vision to open communication and to hold academic excellence, diversity, and respect. The achievements and accomplishments of this program will allow me to step forward as a strong leader and implement technology concepts in higher education. Moreover, I would like my actions to influence others to dream more, learn more, achieve more, do more and become more.

 

 

References

Bamba Adewumi, A. (2019a). Adaptive Learning in Higher Education. NJEdge Presentation, New Jersey.

Bamba Adewumi, A. (2019b). Using technology in Mathematics classroom. New Jersey City University Webinar Presentation, New Jersey.

Toh, E. L. P., Causo, A., Tzuo, P., Chen, I., & Yeo, S. H. (2016). A Review on the Use of Robots in Education and Young Children. Journal of Educational Technology & Society, 19(2), 148-163.

 García-Santillán, A., Rojas-Kramer, C., Moreno-García, E., & Ramos-Hernández, J. (2017). Mathematics Test, Numerical Task and Mathematics Course as Determinants of Anxiety toward Math on College Students. European Journal Of Contemporary Education, 6(2), 240-253.

 Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, United Kingdom; Cambridge University Press.

 Northouse, P. G. (2013). Leadership: Theory and Practice (6th edition). Thousand Oaks, CA:  Sage.

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