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When I began my Master of Arts in Educational Technology program at Michigan State University I had to answer questions about my goals for both in the program and after I finished. To be completely honest I haven’t looked at or thought about those goals until now, I could barely remember where I had saved them. As my program is coming to an end it seemed like a good time to look back at my goals and see what is still relevant and at the same time take a look forward to what might be next.
When I began my Master of Arts in Educational Technology program at Michigan State University I had to answer questions about my goals for both in the program and after I finished. To be completely honest I haven’t looked at or thought about those goals until now, I could barely remember where I had saved them. As my program is coming to an end it seemed like a good time to look back at my goals and see what is still relevant and at the same time take a look forward to what might be next.
When I entered this program my goals were mostly professionally based. I wanted to learn how to use technology in a more purposeful way to enhance student learning. I also wanted to gain knowledge so that I could help other staff members meet technology goals. One last goal I had was to find a balance between what was considered “traditional” education practices and 21st century learning practices. At the time I was making these goals they seemed almost unattainable because I had very little information about the educational side of technology learning. While they seemed difficult to accomplish, they were relevant and things I was passionate about, they were the driving force behind entering the Educational Technology program in the first place.
When I entered this program my goals were mostly professionally based. I wanted to learn how to use technology in a more purposeful way to enhance student learning. I also wanted to gain knowledge so that I could help other staff members meet technology goals. One last goal I had was to find a balance between what was considered “traditional” education practices and 21st century learning practices. At the time I was making these goals they seemed almost unattainable because I had very little information about the educational side of technology learning. While they seemed difficult to accomplish, they were relevant and things I was passionate about, they were the driving force behind entering the Educational Technology program in the first place.
My goals have not changed much since I began my program. I did realize that I knew more about educational technology than I originally thought I did. I had attended several optional professional development opportunities in the early part of my teaching career that focused on concepts like the TPACK (technical, pedagogical and content knowledge) and SAMR (substitution, augmentation, modification and redefinition) model, however, at the time I didn’t understand how those were directly linked to what I would be learning in my program. During the time I have been taking courses, especially in the last year my district and districts all over have had to make the transition to online learning. This was a struggle for many teachers in my building because it happened so quickly. I was able to be a resource to those teachers in my building because of the content I was learning in my courses. Not only did I have the knowledge of how they could approach lessons but also resources they could use with their students that they may not have encountered before.
My goals have not changed much since I began my program. I did realize that I knew more about educational technology than I originally thought I did. I had attended several optional professional development opportunities in the early part of my teaching career that focused on concepts like the TPACK (technical, pedagogical and content knowledge) and SAMR (substitution, augmentation, modification and redefinition) model, however, at the time I didn’t understand how those were directly linked to what I would be learning in my program. During the time I have been taking courses, especially in the last year my district and districts all over have had to make the transition to online learning. This was a struggle for many teachers in my building because it happened so quickly. I was able to be a resource to those teachers in my building because of the content I was learning in my courses. Not only did I have the knowledge of how they could approach lessons but also resources they could use with their students that they may not have encountered before.
While this program helped me to work toward my goal of a 21st century learning balance I am by no means finished. Looking back at my goals also gave me a chance to look forward to what I want to do next. I want to continue the work I am already doing with my first two goals but maybe in the future holding some learning opportunities to help teachers that have an interest in online teaching and learning. I would also like to continue adjusting my “traditional” and 21st century learning balance in my classroom, without a pandemic being involved this time though.
While this program helped me to work toward my goal of a 21st century learning balance I am by no means finished. Looking back at my goals also gave me a chance to look forward to what I want to do next. I want to continue the work I am already doing with my first two goals but maybe in the future holding some learning opportunities to help teachers that have an interest in online teaching and learning. I would also like to continue adjusting my “traditional” and 21st century learning balance in my classroom, without a pandemic being involved this time though.
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