Educate Magazine Spring 2017

News on Innovations, Effectiveness, Collaborations, and Relevance from the College of Education at Minnesota State University, Mankato.

Spring 2017 | Volume Seven | Number One

UNEXPECTED LEADERSHIP How did a farm kid from Henderson, Minn., grow up to become an Army National Guard Brigadier General and public school superintendent?

Jeff Bertrang seems to be the type of person who is always prepared for opportunities that come his way. SEE STORY PAGE 8.

College of Education Dr. Jean Haar Dean

Departments

Aviation Counseling & Student Personnel Educational Leadership Elementary & Early Childhood Education K–12 and Secondary Programs Military Science and Leadership Special Education The Children’s House

Centers

Center for Educator Support Center for Educator Partnership and Student Support Center for Engaged Leadership The mission of the Minnesota State University, Mankato’s College of Education is to prepare professionals who embrace big ideas and realworld thinking to ensure student success.

The purpose of Educate is to inform education stakeholders of the ongoing work of the College of Education and its impact on the education profession. Educate is published by the College of Education and distributed to faculty, staff, students, alumni, and education supporters. The College of Education welcomes ideas for feature stories and other content consistent with the mission of the magazine. Please e-mail story ideas to jerrad.aspelund@mnsu.edu.

Educate

Spring 2017 | Volume Seven | Number One College of Education Minnesota State University, Mankato 118 Armstrong Hall Mankato, MN 56001 Phone: 507-389-5445 Fax: 507-389-2566 Designer Wendy Bateman Managing Editor/Writer Carol Jones Photographer Dan Moen Print Coordinator Doug Fenske

Greetings, The combination of heart, mind and passion is critical to education.

Nelson Mandela noted, “A good head and good heart are always a formidable combination. But when you add to that a literate tongue or pen, then you have something very special… There can be no keener revelation of a society’s soul than the way in which it treats its children.”

Now more than ever, it is important that we prepare kind, compassionate educators who demonstrate a high level of knowledge and skill. These education professionals will be called upon to meet the needs of children—all who possess “good heads and good hearts”— and provide them with the opportunity to reach their full potential.

Most of us in the field of education invest in the calling because • we want to use our hearts as well as our minds to help children achieve; • we believe deeply that learning is one of the most profound endeavors of the human experience; and • we are steadfast in our belief of the value of learning in a democratic society.

As a profession, educators are entrusted with a responsibility that cannot be taken lightly—ensuring educational excellence and equity for all students. In the College of Education, we prepare educators who are capable of meeting the challenge.

I am pleased to share this issue of Educate, filled with stories that reflect the heart, mind and passion that is so important to education.

Enjoy.

Jean Haar

A member of the Minnesota system and an Affirmative Action/ Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the College of Education at 507-389-5445 (V), 800-627-3529 or 711 (MRS/TTY). EDUC171NE_02/17

4 Why I Chose Teaching

For college students choosing a career path, clarity and confidence is generally the exception, not the rule. Pressures from a variety of sources often weigh on their mind.

The choice can feel overwhelming.

Peter Wittmer recalls the moment he knew that teaching was what he wanted to do.

6 Quality Practice

In 2016, the Minnesota Educators Partnership received a $150,000 Bush Foundation grant to develop mentor teachers. These mentor coaches will help new teacher candidates from Minnesota State Mankato gain the quality practice that is vital to their success and the success of students in their classrooms.

12 Starting Over

Excited and a little scared, Tamara O’Donovan feels like she is starting over. With the help of a PREP grant, she began Minnesota State Mankato’s Early Childhood Special Education Online Graduate Program more than 20 years after earning her bachelor’s degree.

8 Unexpected Leadership

How did a farm kid from Henderson, Minn. grow up to become an Army National Guard Brigadier General and public school superintendent?

Although his path may have been unexpected, Jeff Bertrang seems to always be prepared to take advantage of opportunities that come his way.

10 Like Father, Like Daughter Although he grew up in refugee camps without a structured education system, Tou Pao Lor seemed drawn to education and serving others. He passed his passions on to his daughter Mae Lee. Both were graduate students in the Department of Counseling & Student Personnel at Minnesota State Mankato.

13 Technology-Supported Learning

According to Vicky Cai, Educational Technology graduate program director, the central question for the field of educational technology is “How do we use technology to support learning?” At Minnesota State Mankato, the online program addresses the growing education technology needs of the P-16 education, as well as business and industry.

14 Moved to Give

LeRoy Sydness puts a high value on education. But it was student scholarship recipients who really impressed him. “At that [scholarship] dinner, I was impressed when each one of them thanked the people who gave the scholarships,” said Sydness.

Those student stories moved him to make a gift in honor of his son, Jon.

Educate is also available electronically. If you prefer to receive Educate electronically, please contact the College of Education at col-of-education@mnsu.edu

“Why I Chose Teaching�

Peter Wittmer, right, offers individual instruction during student teaching assignment at St. Peter High School.

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As the College of Education 2016 dean’s scholarship recipient, Peter Wittmer was invited to share the story about why he wanted to become a special education teacher. “I struggled to find a concrete answer,” he said.

For college students choosing a career path, a clear passion and confidence are generally exceptions, not the rule. Pressures from family, concerns about income potential and introspective questions about whether or not they can stay in their chosen career for the rest of their lives often weigh on one’s mind.

The choice can feel overwhelming.

Although Wittmer was confident in his career choice, the invitation to share his story prompted him to explore the ‘why.’ Was there a significant family member, teacher or event that piqued his interest? Wittmer found that it wasn’t just one but many experiences that shaped his passion and motivation to become a special education teacher.

“First off, my younger brother Charlie has Autism Spectrum Disorder. Honestly, if I had to work with my brother, I would not have become a special education teacher,” said Wittmer, smiling. “Like a good brother, Charlie knows how to press my buttons.”

Loving someone with a disability certainly was one of the factors that shaped his perspective

about the value of individuals and stretched his levels of acceptance.

Second, Wittmer holds fond memories of elementary school. His fifth grade experience was especially impactful. “I had a great fifth grade teacher and baseball coach,” he said.

“I learned a lot in his class and at the end, I had pretty much decided I wanted to be some kind of teacher.” Teachers often make a lasting impression on students.

Third, as a high school sophomore, Wittmer became involved in Best Buddies.

“This program pairs students without disabilities and students with disabilities,” he said. As a peer buddy, Wittmer’s role was to initiate social interactions with his buddy. “We just talked about normal stuff—the Vikings, our weekend.”

In addition to social conversations, Best Buddies hosted themed holiday events. During the Valentine’s Day event, Wittmer described what he called a flip-switching experience.

“I was sitting with two students with Down Syndrome,” he recalled. “We were cutting shapes for cards. I remember thinking to myself, ‘I really enjoy doing this.’ It was very gratifying to me. I could see myself doing this the rest of my life, and that is when the switch flipped.”

As he continued through high school, he talked with his parents about career options. “I told my mother I really wanted to be a teacher,” he said. “My mother looked at me and said, ‘If you love what you do you will never work a day in your life.’ This is why I am here. I really love working with people with disabilities.”

Wittmer chose Minnesota State Mankato because of the Special Education: Academic and Behavioral Strategist Program. “One week after I toured, I registered for classes,” he said. “It is a really progressive program.

We are learning instructional techniques, behavior management, functional behavioral assessments, lesson planning, etc. These are actual skills we will need in a classroom. And our clinical experience gives us an opportunity to practice and apply the theory we are learning in lecture.”

After student teaching, Wittmer hopes to work in an urban setting where he feels he can make a real impact. “I know urban districts are often in high need of trained special education teachers,” he said. “For me becoming a teacher is not about money, status of your job or the piles of paperwork. Teaching is about fulfillment, gratification and having pride in your work, but most of all educating our children.”

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Quality Practice: Minnesota Educators Partnership receive $150,000 grant for mentoring instruction Research shows that it takes three to five years to become proficient in practicing professions like teaching. Practice makes perfect, right? However, not just any practice will do. Quality practice is critical to developing proficiency. Minnesota children deserve teachers who are at the top of their game.

In 2016, the Minnesota Educators Partnership received a $150,000 Bush Foundation grant to develop mentor teachers.

These mentor coaches will help new teacher candidates from Minnesota State Mankato gain the quality practice that is vital to their success and to the success of students in their classrooms. Partner districts include Mankato, Bloomington, Faribault, Owatonna, St. Peter and Waseca as well as Centennial, Le SueurHenderson, Sibley East and Tri-City United.

Although the College of Education has been training mentors for nearly a decade, the Bush Foundation grant received by Minnesota Educators Partnership provides resources to greatly expand the training.

Teaching is a complex profession.

Children have different needs, skills and learning styles. There is data to collect, classrooms to manage, parent conferences, student counseling, extracurricular activities and more. New teachers can become overwhelmed.

Trained mentors help a new teacher move from where they are toward where they want to be. More than a buddy or a rescuer, a true mentor assumes a variety of roles depending on the situation.

“Being an excellent teacher, does not automatically make someone an excellent mentor,” said Laura Bemel, acting director of the Minnesota Educators Partnership.

“Mentors really need to be trained with the mindset of helping another professional grow

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into who they are going to be as their best teacher. That does not necessarily mean a clone of the mentor.”

The University’s Center for Educator Support will facilitate training for the 10 Partnership districts. April Rosendale, interim director of the Center for Educator Support, and Carol Burns, mentor development and support coordinator, will lead four mentortraining sessions in which 140 teachers will learn the tools and language to become trained mentors. Both certified mentor trainers, Rosendale and Burns will use curriculum developed by the New Teacher Center, a national nonprofit organization dedicated to improving student learning by guiding a new generation of educators.

The training equips mentors with a specific style of mentoring language—language designed to draw out the strengths of the new teacher candidate and prompt reflection. “We encourage mentors to act as coaches, using mentoring language to draw out the best in new teacher candidates and empower them,” said Rosendale.

She explained the importance of mentoring language. “Mentors will learn to ask the type of question that allows the teacher candidate more latitude, frees up thinking and encourages creative problem solving,” Rosendale said. For example: a traditional question might be, ‘What is the approach you are going to use here?, a trained mentor might ask, What might be some options that you would consider here? “This more tentative language allows more than one correct answer,” said Rosendale. “It takes away the expectation that the new teacher candidate is supposed to know everything.”

In addition, mentor coaches learn to lead very specific conversations about what is

happening in the classroom. The mentor and teacher candidate review student work and analyze which lessons went well and which did not.

Early data collected in the College of Education shows the positive impact of mentoring. “The electronic platform through which we are collecting data on our students has provided us with some very constructive information,” said Rosendale. “We are seeing a strong and positive focus on engaging students in the classroom and we are also seeing growth and strength in students’ abilities to reflect on their own practice.”

Rosendale continued, “Studies that the New Teacher Center has done with large districts indicate that new teachers who have been mentored by New Teacher Centertrained mentors have accelerated their practice. They are able to step into the various teaching roles with skills, knowledge and confidence, and their students are performing at higher levels.”

According to Rosendale, the training provided by the Center for Educator Support is very focused. “It highlights the language that might elicit thinking and empower our candidates, as well as the strategies and tools that support them in their development.

Because the focus is on clear, professional standards, both for mentors and for teachers, the work has a direction and continuity that results in a transactional change for our educators.”

New teacher candidates who are mentored learn to make their practice count.

With coaching, they more quickly develop a skill set that allows them to analyze and reflect on their work and take steps necessary to become the best teacher they can be. Students in their classrooms deserve nothing less.

MINNESOTA EDUCATORS PARTNERSHIP

Official partnerships between the College of Education at Minnesota State Mankato and school districts began nearly 30 years ago in 1988. Although the name has changed, the mission remains the same. These reciprocal partnerships serve to connect the University to the P-12 learning communities and to enrich both. “Our mission continues to be supporting teacher growth, preparation, professional development and advocating for education issues in the state,” said Laura Bemel, acting director of Minnesota Educators Partnership. Current partnership members include the College of Education and Mankato, Bloomington, Faribault, Owatonna, St. Peter, Waseca, Centennial, Le Sueur-Henderson, Sibley East and Tri-City United school districts.

April Rosendale, left, led a mentor workshop for area educators as part of the $150,000 Bush Foundation grant. innovative

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Unexpected Leadership While the position may not have been part of his master career plan, superintendent Jeff Bertrang ’88, ’00, ’12 has already made a lasting impact in New Ulm, Minn. Just four years into his tenure, his team helped pass a referendum, built a new high school, remodeled a middle school and two elementary buildings, and restructured programs at every level. His natural leadership skills and thoughtful approach to problem solving ensures students are the primary focus of all district decisions.

How did a farm kid from Henderson, Minn., grow up to become an Army National Guard Brigadier General and public school superintendent?

Although his career paths may have been unexpected, Bertrang seems to be the type of person who is always prepared and willing to take advantage of opportunities that come his way.

One of six siblings, Bertrang grew up working hard—and working with others, too. “We had a little bit of everything: dairy, hogs, chickens, some crops. That’s what farming was back then,” he said. “Being one of six, I learned how to get along and relate to different people.”

At age 17, before he graduated from high school, before he went to college and before he decided on a career in education, Bertrang enlisted in the Army National Guard.

Technically, his father signed him up. “My dad was a school board member in Henderson.

He went to a conference and while he was there, he signed me up for the Army National Guard. I asked him, ‘Are you trying to give me a hint?’” Bertrang said, smiling.

He joined the Guard in February of his senior year in high school. A week after graduation, he was on a plane to Fort Sill in Oklahoma—an hour north of the Texas border. “It was eye opening. I was exposed to a whole new culture, a whole new life,” he said.

“You meet all kinds of new people and you learn to trust people. You learn a whole new system of operating, not as an individual but as part of a team.”

ROTC

After basic training, Bertrang enrolled at what was then called Mankato State University.

While at the University, he joined the Reserve Officers Training Corps (ROTC) Maverick Battalion. The program is run by the Department of Military Science and its

mission is to produce U.S. Army officers, leaders and managers.

“At the time, Captain Jones and Captain Walters—two active duty officers—were assigned to the Mankato State University ROTC to teach leadership. They were level headed, common sense, not-in-your-face kind of guys. They made sure we were set up to succeed,” said Bertrang. “If you were commissioned as an officer, they made sure you would be ready. Those two guys were inspirational. We really looked up to them.

“Through ROTC, I learned how to be a leader—how to get the best out of people and to be responsible for the trust people put into you as their leader,” he said.

From the time he enlisted, Bertrang was assigned to the artillery unit of the Army National Guard in New Ulm. He was responsible for all the calculations used to accurately aim weapons. After graduating from ROTC, he was commissioned as an officer and put in charge of planning missions for an entire unit.

Serving in the Guard, Bertrang climbed the ladder of professional development and promotion. He called it outlasting others.

Others called it hard work and natural leadership. “After 20 years, I was promoted to Lieutenant Colonel and then deployed to Kosovo for 12 months,” he said. “A year later, I was promoted to Colonel.”

His military career continued upward and Bertrang retired from military service in 2012 as a Brigadier General.

TEACHER, PRINCIPAL, SUPERINTENDENT

Meanwhile, Bertrang’s career as an educator moved forward.

As a college student, Bertrang used his first year and general education courses to decide on a career. In his second year, he began preparing to become an industrial arts teacher. “I figured if the teaching thing didn’t work out, I could go to work,” he said.

When he graduated, there were only four positions for industrial arts teachers in all of Minnesota, South Dakota and Iowa. “I applied to all four. I got letters back from two that they were closing their programs. Fortunately, I got a job teaching in Northwood, Iowa.

Mankato State University prepared me well for the position.”

Bertrang taught in Iowa for four years and then took a full time job with the Army

National Guard in New Ulm. Two years later, an industrial arts teaching position opened up in Winthrop, Minn., just 20 miles from New Ulm. He began teaching in the Gibbon-Fairfax-Winthrop (GFW) Public School District.

“I love teaching. I had a great shop teacher in high school who modeled for me how to get the best out of your class,” said Bertrang. “He showed me the more you invest, the more you get back. I really had a lot of fun in the classroom.”

The superintendent at Gibbon-FairfaxWinthrop saw more than a teacher in Bertrang. He urged him to become the dean of students and principal. Bertrang returned to Minnesota State Mankato for his principal licensure and earned his masters in educational leadership and K-12 principal license.

“As a principal, I realized that I had an impact on students far beyond my individual classroom,” said Bertrang. “I also learned so much from watching other teachers in the classroom. It helped shape the way I make decisions as a leader in the schools.” Bertrang spent 19 years working at Gibbon-Fairfax-Winthrop.

In 2013, when the position for superintendent opened in his adopted hometown of New Ulm, Bertrang threw his hat in the ring. “I was happy at GFW. But this was a position in the town where I live, where my kids go to school, so I applied. I had a great interview and it’s a great [School] Board.

Now I am happy to be here,” he said.

In his first year in New Ulm, he prepared the district employees and the community for a referendum vote. In a community with a history of ‘the third time is the charm,’ Bertrang and his team were able to get support for a referendum on the first try.

Then, he said, the real work began—assessing programs and planning for the details of the building and remodel. Things have moved quickly. The buildings are operational and programs are being implemented.

“My military tendencies to move forward with urgency sometimes need to be checked.

I am getting better, but it is still one of my greatest challenges,” said Bertrang. “Education operates at a different pace. Sometimes there is pushback that we are moving too fast, but we cannot sit and stagnate. We have to keep moving forward. Our focus is always on the students.”

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Like Father, Like Daughter Individuals from two generations of the Lor family were graduate students in the Department of Counseling & Student Personnel at Minnesota State Mankato. Each works as a mental health counselor, helping people from diverse backgrounds negotiate different cultures. Their personal experiences combined with their education give them a unique perspective and understanding of their clients’ struggles.

Tou Pao Lor was 6 years old in 1977 when his mother and two older siblings were killed in the Third Indochina War. Two years later, he moved with his father and two siblings from Laos to a Hmong refugee camp in Thailand.

He and his family lived as refugees for 16 years, in three separate camps.

Although he grew up in an environment with no structured education system, Lor seemed drawn to educational opportunities wherever he could find them. “Nongovernmental organizations provided lots of education classes. I studied Chinese, Laos and Thai in the first camp,” he said.

In addition to studying languages, Lor displayed a natural compassion for others. So much so that an AmeriCorps mental health therapist asked Lor to work with her. “I served as a social worker in the camp and we spoke Thai to each other,” he said.

As the Thai government and the United Nations worked to close refugee camps, Lor and his family were moved around. In 1995, they were moved to St. Paul, Minn. His daughter Mae Lee was 2 years old.

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Although some family members did not want to immigrate to the United States, Lor was excited for the opportunity and determined to make the most of it. “When I got to America, I worked to get my high school diploma. Our counselor brought in college applications and information about college financial aid,” he said. An eager student, Lor applied for financial aid and began taking college classes in January 1996.

“I had no idea about college or what kind of major to choose,” he said. “I didn’t know what a major was. I believe my work as a social worker in the refugee camp led me to study mental health.” Lor earned an associate of arts and a bachelor of arts in human services. Because he loved school and knew there was more to learn, he looked for a graduate program.

He found the graduate program in Mental Health Counseling at Minnesota State Mankato. Lor was accepted into the program and also landed a graduate assistantship in 2001.

“I was really very happy to be accepted into the program,” he said. “They are all really good people.” Because English is not his first (or second or third) language, group discussions were especially difficult and uncomfortable. However, both the faculty and the students went out of their way to give him the opportunity to express himself.

“When Mae Lee was interested in studying mental health, I told her Mankato was a very good graduate program,” said Lor.

“If you like to work with people, you will learn a lot from the teachers at Mankato. Not only in the classroom, but also the way they interact with people. You learn a lot that way, too.”

His daughter took his advice. Mae Lee Lor applied, was accepted and now studies mental health counseling at Minnesota State Mankato. She is grateful for the way things worked out.

“It is different to be in a program where all your professors are experienced counselors,” said Mae Lee Lor. “They are so understanding and flexible. They show a lot of empathy for their students. Plus, I love the Skills Lab in Room 3.” The Skills Lab records students during counseling sessions and provides immediate feedback on their techniques. “It gave me a good idea of what it will be like to actually counsel clients,” she said.

“I came to [Minnesota State] Mankato to study mental health counseling,” said Mae Lee Lor. “But, in the Hmong culture, there is no word for counseling. This is something I have been exploring with [faculty advisor] Dr. [Diane] Coursol. We have been working out how to break it down and how to educate people in my culture about counseling and mental health. I am really passionate about that part.

“In the Hmong culture we tend to focus on the other individuals and sometimes overlook our own wants and needs,” said Mae Lee Lor. “Sometimes it feels like dancing between two cultures—collectivist and individualist. The goal is to figure out how to do that successfully.”

Tou Pao Lor, right, earned his Ed.D. in 2012. He works at the Summit Guidance Center primarily with people of Hmong, Karen and Burmese cultures.

Mae Lee Lor will graduate from Minnesota State Mankato in May 2017. She works at Kente Circle, offering culturally sensitive services to diverse communities. Each appreciates the education they received in the Department of Counseling & Student Personnel at Minnesota State Mankato.

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“The classes have taught me the things that are relevant to what I am doing every day, right now ...”

Starting Over Tamara O’Donovan’s excitement is palpable. After earning a bachelor’s degree in elementary education and working more than 20 years in the private sector, she began Minnesota State Mankato’s Early Childhood Special Education [ECSE] Online Graduate Program in 2016. She’s excited, a little scared and feeling a little like she’s starting over. “I have not attended college since 1995, and it is a huge accomplishment for me to be attending again and to be succeeding at it,” she said.

Financially, O’Donovan’s second start has been made much easier with the full tuition scholarship she received through Project PREP. In 2016, Minnesota State Mankato’s Department of Special Education received a $1,064,592 grant from the U.S. Department of Education. The Department of Special Education is partnering with Mankato Area Public Schools, Bloomington Public Schools and St. Paul Public Schools, to prepare up to 50 new early childhood special education teachers by 2021. Part of the Project PREP grant helps cover tuition and fees for coursework of the students pursuing ECSE licensure.

Professionally, the decision to go back to school was impacted by O’Donovan’s time in different education environments. During the course of her career, she worked with children and adults with disabilities in various capacities. As a private school teacher, she saw children with autism blossom after being encouraged to learn in their own, unique

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way. She also saw how a lack of teachers with specialized training impacts student progress.

“I saw how people and educators [without specialized training] sometimes treated children with disabilities differently—how they thought that they could not learn,” said O’Donovan. “The autistic student I had was very intelligent, yet the other teachers did not understand and did not expect anything out of this student. I want to help those with disabilities achieve their goals, and I want to educate others on how to teach and treat students with disabilities.” These experiences motivated O’Donovan to put in the hard work required to pursue her ECSE licensure.

In addition to beginning a graduate program, O’Donovan recently started a new job. She currently works on a variance as an early childhood special education teacher at a public school, teaching children between the ages of three and five.

Minnesota school districts that are unable to hire a fully licensed teacher in a particular teaching assignment may be eligible for a special permission personnel variance. Since 2014, the Minnesota Department of Education has granted more than 100 permissions for teachers who do not meet requirements to be fully licensed.

“There is a lot to learn when you start a new job; you often learn as you go, but the classes have helped me through this process,” said O’Donovan. “The classes have taught

me the things that are relevant to what I am doing every day, right now as an ECSE teacher.

I have learned how to correctly administer assessments and how to effectively run a meeting. I’ve also learned what to look for during a home visit and how to change the environment to make it a better place for the children to learn.”

In addition to a rigorous and relevant curriculum, O’Donovan finds the ECSE faculty to be hands-on, accessible and encouraging, yet demanding. Always important, she says these qualities are especially helpful with a fully online program. “Dr. Aaron Deris makes sure that we complete things on time and correctly,” said O’Donovan. “He pays attention to detail, which is very important to be successful as an ECSE teacher. He is preparing me well!”

Personally, O’Donovan did not make her decision to go back to school lightly. As a single mother of three children, working fulltime and going to graduate school is not easy. However, she thinks it is effort well spent.

“I am showing [my children] how hard work pays off, and the most important thing is to do what you love,” she said. “The PREP grant has really given me hope at this stage in my life, that it is never too late to achieve goals and that it is never too late to start over.”

O’Donovan is a great example of the adage: Now is always the perfect time to start over.

Technology-Supported Learning Vicky Cai, assistant professor and graduate program coordinator of Educational Technology recently received a Minnesota State Mankato Faculty Research grant for her project Promoting Online Learners’ Knowledge through Pedagogical Innovation. “A series of scaffolding strategies will be developed to help online learners build new knowledge and expertise around educational technology,” said Cai. “Through this research, students from our online program will be supported to engage in collaborative learning more effectively.”

According to Vicky Cai, assistant professor and graduate program coordinator of Educational Technology at Minnesota State Mankato, technology should not be the center of our focus. “It is the kids,” she said. “It is the learning. The central question for the field of educational technology is how do we use technology to support learning?”

In the last decade, “one in every hand” technology purchase plans have become somewhat commonplace for school districts.

With the goal of enhancing learning, the programs provide students in designated grade levels with a digital device.

Like any program, success varies among districts. Oftentimes, the difference of success is whether or not the district is integrating the technology into its curriculum and classrooms.

Technology integration often requires expertise and leadership from digital educators and learning technologists.

At Minnesota State Mankato, the online Master of Science program in Educational Technology keeps learners front and center as faculty prepare graduates to be leaders in educational technology. Cai broke down the program’s mission into three areas: teaching technology, technology integration and technology leadership.

“First, there is the area of teaching technology,” said Cai. “When our graduates move into the field, they must understand technology and how to teach technology to their students.” As educational technology teachers, they will create and implement technology curriculum, helping young students creatively and effectively use technology to collaborate, communicate and solve problems.

“Next is the area of technology integration,” continued Cai. “For example, a math teacher may use technology to motivate students and teach math more effectively.”

Educational technology program graduates effectively use digital resources to expand the curriculum, encourage collaboration, manage classrooms and engage learners. Technology can be used to enhance learning in any subject.

“When they are excited to learn, students perform better,” she said.

“Finally, we prepare our students to take on a leadership role in promoting technology integration and supporting technology implementation in the schools.

“How do we make sure the devices purchased are being used effectively and efficiently?” asked Cai. “How do we make sure the investment is getting the desired result? This requires some technology skills, for sure, but it also requires leadership skills. Our students are prepared to provide support for technology training, consulting, and implementation at the school and district levels.”

Although the program is 100 percent online, Cai and other faculty create opportunities for students to work in teams. “In an online environment, personal interactions are more challenging. They don’t see me; I don’t see them; they don’t see each other,” said Cai. “Online learners often feel disconnected. Sometimes they will experience frustrations when the technology they need doesn’t work well.”

In an effort to combat those feelings of isolation, faculty members group students for various assignments. Students use technology

tools to work with peers to solve a problem and create a tangible product. For example, in one of Cai’s courses students worked as consulting teams, making recommendations to school districts that needed to bring their technology plans in line with national standards.

In addition, Cai finds her online students learn best when they can apply the theoretical readings to their current work. “My goal is to have students create something they can directly apply to the classrooms,” she said. “For example, in their lesson plan projects, students are asked to integrate technology resources and tools into that lesson plan. Once they are done with the assignment, they can implement it in their classroom.”

The Educational Technology Program addresses the growing educational technology needs of the P-16 education, as well as business and industry. Students from this program develop expertise in technology integration, online learning games, professional instructional design, and distance and blended learning.

Educational technology can be especially effective in preparing students and employees to be global citizens. “They need to know how to interact with people of different cultural backgrounds, different physical locations. A lot of times, it requires the use of technology resources, technology tools to communicate, interact, and collaborate,” said Cai. “Sometimes technology empowers us to develop the solution that helps prepare [people] to become more competitive and responsible global citizens.”

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LeRoy Sydness, left, and his son Jon attended a Twins game together, summer 2016.

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Moved to Give

“When I met LeRoy, the first thing I “College is very important to me and to Liebl agreed. “After that first scholarship noticed were his kind blue eyes and smile that our family,” said Sydness. “If you get a college dinner, Dad and I started talking about what warmed the room,” said Jeff Halbur, former education, that is really important for you and special ed teachers have meant to Jon,” she senior director of development and planned for your life.” said. “His teachers taught him math, coins, giving at Minnesota State Mankato. “He Sydness and his wife have five children— reading, subtracting. Those teachers brought stood and gave me a hug—not necessarily as four girls and a boy. All of the daughters out the best of him. He came home from a greeting, but more of an expression of love, graduated from college, some with advanced school happy everyday.” warmth and compassion.” degrees. Jon, their youngest, was born with The Sydness family puts a high value on LeRoy Sydness was a guest at the 2015 Down Syndrome. education and expresses a deep appreciation College of Education scholarship recipient Jon Sydness was not the only person in the of teachers. But it was the student recipients dinner. He attended as a representative Lakefield area with a disability. A community studying to become teachers who really of his sister Clarine Sporrey’s estate. group with a mission to improve area services impressed the Sydness family that first year.

Sporrey’s planned gift established the for people with disabilities began meeting, and “At that dinner, I was impressed when each Clarine Sporrey Elementary Education LeRoy Sydness served on its Board of Directors. one of them thanked the people who gave the Scholarship Endowment.

“We started the Day Activity Center in the scholarships,” said Sydness. “And I thought, The annual dinner is an opportunity for basement of the Catholic Church. There were boy, I have some extra money. Why don’t I student recipients to meet donors and their about six people who came from around the donate that for special ed?” families. Sydness heard first-hand stories of area. Pretty soon, we bought an old store in town The next year, Sydness met Jeff Halbur how the Sporrey scholarship awards impacted and moved there,” said Sydness. “We also got a in the lobby of the Centennial Student Union. the lives of students. “Dad was just so touched house that we fixed up to make it accessible. I “I told him right away that I was going to give by the students’ stories and expressions of was on the Board for about 15 years.” him a scholarship,” Sydness said, smiling. “The appreciation [that] he was moved to donate Jon attended the Day Activity Center for a scholarship [LeRoy Sydness Family Special his own money,” said Becky Liebl, daughter of few years. Later, he went to school at Lakefield Education Endowment] is open, so the girls LeRoy Sydness.

Elementary and graduated from Windom can donate some money, too.”

The story of Sydness’ kindness, along with High School. Sydness expressed a great deal “It is,” said Liebl, laughing. “He told us his commitment to education and community of appreciation for Jon’s teachers. “Boy, it was from the start, ‘OK, now it’s your turn, girls. service, began long before 2015. really surprising. He can read the paper. He You have to donate money, too.’ There is some Although he never attended college keeps up on the sports. If he didn’t have those pressure to donate. Clarine set a precedent himself, he was surrounded by people who teachers,” he said, shaking his head. “They for us all. It is good pressure. It is the right did. Perhaps the single biggest influence on his were so special.” pressure. It is the right thing to do.” views of education was a pretty redhead who impressed him with her ability to roller skate backward. Sydness met his wife, Mildred, at a roller skating rink in 1944.

“My wife went to business college in Mankato. She worked [as a bookkeeper] at the creamery in Lakefield.” She also kept books for the farm. “Boy, she knew where every penny was,” he said, smiling.

“My wife’s mother went to college in Mankato and her sisters went to college in Mankato. They were all teachers,” he said. “My wife’s brother graduated from Mankato.” Sydness’ sister Clarine Sporrey also attended Mankato LeRoy Sydness, center, along with two of his four scholarship recipients Fenika Teachers College. In the 1940s and 1950s, it was unusual for so Jongbloedt, left, and Brianna Seebold. Not pictured: Riley McCann and many family members from rural Mariah Schwecke Minnesota to attend college.

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118 Armstrong Hall, Mankato, MN 56001

PHOTO BY JANE CANE PHOTOGRAPHY

Ethel Nelson (Wilcox), devoted grandmother and retired educator, used her experience and enthusiasm for student learning to help create a legacy. Nelson has two grandchildren who were adopted from Majuro, Marshall Islands. As she visited and learned more about the area, she was inspired to help promote literacy, creativity and confidence of the students of the Republic. Nelson helped more than 300 children from various Marshall Islands write and illustrate books about the islands they called home. Each child contributor received a copy of their book and each of the Republic school libraries received a complete set. Thank you Ms. Nelson for seeing the need, recording history and being a forever teacher. Pictured l-r: Ethel Nelson, ’69, granddaughter Madeline, husband Pete, ’66, and grandson Jonathan. To share your story, contact Kristen Dulas at kristen.dulas@mnsu.edu