When I first started in the field of education, I was fresh out of college, eager to step into my first grade student teaching role and eventually take on a long-term kindergarten substitute teaching position. Like most new teachers, I was excited but also nervous. The road ahead was filled with both challenges and opportunities. I had a passion for teaching, but as I dove into the classroom, I quickly realized how much I still had to learn, especially about creating a truly engaging learning environment.
During my time in student teaching and my long-term subbing role, I discovered that teaching wasn’t just about knowing the content—it was about how to deliver it, how to connect with students, and how to adapt lessons to keep them engaged. What I quickly realized was that my role as a teacher involved much more than simply providing instruction. It was about shaping an environment where students felt motivated and excited to learn, while also feeling supported in their growth.
Initially, my teaching style relied heavily on traditional methods: worksheets, lectures, and hands-on activities. I had little experience with technology in the classroom, and the idea of using tech to enhance student learning seemed like something for the future, not necessarily for my young, first-grade classroom. But as I moved through these roles, I came to see that using technology could make teaching and learning even more effective and exciting. That’s when I decided to take my next big step—pursuing a Master of Arts in Educational Technology (MAET) at Michigan State University. Little did I know how much this program would transform the way I approach my teaching.
The MAET program opened my eyes to the power of technology in education. Rather than simply viewing tech as a tool to support lessons, I began to see it as an integral part of creating an engaging, interactive, and inclusive learning environment. Through the program, I gained the confidence to rethink how I designed lessons, interacted with students, and assessed their learning. The courses I took in the program provided me with not just technical skills but also a deeper understanding of the theories behind effective teaching. As I reflect on my experience in the MAET program, I want to share how it changed my approach to teaching, focusing on three specific courses that had a major impact on my professional growth: CEP 820 – Teaching and Learning Online, CEP 813 – Electronic Assessment, and TE 846 – Accommodating Differences in Literacy Learners.
Before entering the MAET program, I often viewed teaching as a somewhat one-dimensional experience. I was focused on preparing content, delivering lessons, and ensuring that students were exposed to the material. In retrospect, I realize that I wasn’t thinking enough about how to engage my students beyond traditional methods. My classroom was based on structured routines and expectations, but I now see that I missed opportunities to offer more interactive, student-centered experiences.
The MAET program helped me shift my thinking. One of the first things I learned was that teaching isn’t just about what the teacher does—it’s about what the students do. It’s about creating a space where students can actively engage with the material, collaborate with their peers, and take ownership of their learning. The more I learned about technology in education, the more I realized that it wasn’t just an add-on to the lesson—it could actually change the way I taught.
Through various courses, I gained tools that allowed me to create lessons that were more dynamic, flexible, and engaging. I realized that with the right technology, students could explore content in a way that went beyond just reading from a textbook or watching a teacher’s presentation. Instead of simply delivering the information, I started designing activities where students could interact with the material, ask questions, and share their thoughts. The tech tools I learned about allowed me to give students a voice in the learning process and better meet their individual needs.
Another major shift I experienced was the realization that technology doesn’t just benefit students in the classroom. It can also help teachers be more effective. I started to use digital tools not only for lesson planning and teaching, but also for organization, communication, and assessment. I could use online resources to better manage my classroom and keep track of students’ progress. And I began to see how technology can support teachers in meeting the needs of diverse learners by providing different formats for content, assessments, and support.
As a new teacher, these realizations were essential in helping me feel more equipped to handle the complexities of teaching. The MAET program gave me a broader perspective on education, showing me that technology is not just a tool for learning, but a way to create deeper, more meaningful connections with students.
One of the most impactful courses in the MAET program for me was CEP 820 – Teaching and Learning Online. When I first enrolled in the course, I wasn’t sure how it would apply to my role as a kindergarten and first-grade teacher. Online teaching felt like something distant, more relevant for older students or even adult learners. However, CEP 820 introduced me to the exciting possibilities of using online learning in ways I hadn’t thought about before, especially for younger students.
In CEP 820, I learned how to design engaging online courses, even for primary school students. It became clear that teaching online isn’t simply about transferring in-person lessons into a digital space. The course taught me how to rethink the design of lessons, considering how students will interact with content, collaborate with peers, and participate in activities. For example, I learned about the importance of designing a course that fosters interaction and engagement, even when students are learning remotely. This was especially important for younger students, who often struggle with the lack of in-person interaction.
One of the most valuable takeaways from this course was how to use online tools to foster a sense of community. In a physical classroom, community-building happens naturally through daily interactions, group work, and shared experiences. But in an online or hybrid classroom, that sense of community can easily be lost if not intentionally built. I learned how to use discussion boards, collaborative documents, and interactive video calls to help my students feel connected to each other and to me. By using these tools, I was able to create a virtual space where my students could engage in meaningful ways with both the content and each other.
I also learned how to design interactive learning activities that are both educational and fun. For example, we used multimedia, like digital storybooks and educational games, to engage students in learning new concepts. I learned that technology can be a way to keep young students interested in learning, especially when the activities are hands-on and interactive. These tools allowed me to create a more dynamic classroom environment, even when teaching virtually.
Assessment has always been a major part of teaching, but before taking CEP 813 – Electronic Assessment, I had a very traditional view of what assessments were for. Like many teachers, I used tests, quizzes, and papers as ways to measure student learning. I focused on assessments at the end of a lesson or unit, often using them as a way to assign grades and move on to the next topic. It wasn’t until I took this course that I realized assessments could be so much more than just a grading tool—they could be a way to inform instruction and support student growth.
Through CEP 813, I learned how to use digital tools for assessment that went beyond just multiple-choice questions and essays. I explored formative assessments, quizzes, surveys, and performance tasks that could be delivered online. I learned how to use tools like Google Forms and Kahoot! to create more interactive, engaging assessments. These tools gave me the ability to track student progress in real time, which was invaluable when it came to adjusting my teaching strategies and providing targeted support to students who needed it most.
One of the key takeaways from this course was the concept of using assessment to drive instruction. Rather than waiting until the end of a unit to assess students’ understanding, I now regularly use informal assessments to gauge where students are in their learning. For example, I can use quick quizzes or interactive games to check understanding in real time. If a student is struggling with a concept, I can adjust my lesson or provide additional resources right away. This ongoing feedback loop has helped me be more responsive to my students’ needs and more effective in my teaching.
Moreover, CEP 813 also emphasized how to make assessments more accessible and inclusive for all students. I learned how technology can provide accommodations for students with learning challenges, such as allowing them to take assessments in alternative formats or providing extra time. This was an eye-opening realization, as I hadn’t considered how digital assessments could support students with diverse needs before.
As a teacher in early elementary grades, I work with students who are at various stages of literacy development. Many of my students struggle with reading and writing, and I often find myself wondering how I can best support them in their literacy journey. That’s why TE 846 – Accommodating Differences in Literacy Learners was such an important course for me. It gave me the knowledge and strategies I needed to support students with diverse literacy needs.
In TE 846, I learned about differentiated instruction, which involves tailoring lessons and activities to meet the varying needs of students. This was particularly important for me in my work with young learners, as they all come with different strengths and challenges. I learned how to design lessons that use various forms of media—videos, audio recordings, and interactive activities—to support literacy development for all students, regardless of their reading level.
I also discovered how technology can make literacy instruction more engaging and accessible. For example, I learned how to use speech-to-text tools to help students who struggle with writing and how to use audiobooks to support students who have difficulty reading. These tools have allowed me to create more inclusive lessons that cater to the individual needs of my students. I’ve also gained a greater understanding of how to assess literacy development in diverse learners, using both traditional and digital tools.
Reflecting on my time in the MAET program, I realize how much I’ve grown as an educator. The knowledge and skills I’ve gained have made me more confident in using technology in my teaching, and they’ve also helped me become more student-centered in my approach. The program has opened my eyes to the potential of digital tools to create engaging, inclusive, and dynamic learning experiences for students.
As I continue in my teaching career, I am excited to integrate more technology into my classroom, whether it’s through online learning activities, digital assessments, or tools to support literacy development. The MAET program has truly transformed the way I think about teaching, and I’m eager to apply these new ideas and tools to create an environment where all of my students can thrive.