The Ordinary World & The Call to Adventure

Entering the Master of Arts in Educational Technology program at Michigan State, I knew I wanted more than a degree or a line on my resume that essentially said, "hey look, I got a master's degree." 

I wanted tools, structure, and ideas that I could immediately use in my classrooms and learning experiences. I wanted to leave the program with skills that could improve how I teach and design learning experiences for students. I also wanted to understand the reasons behind why some instructional strategies work better than others, rather than only learning how to implement them. Over the course of this program, I discovered that learning is most powerful when it is intentional, reflective, and iterative.

This essay is a dedication to my role as the educator being an explorer. Better yet, as an English teacher, I like to call this essay my Odyssey (an homage to Homer's epic poem, the Odyssey). This synthesis, similarly to Odysseus's heroic growth, reflects on how the MAET program has changed my thinking and practice as a teacher, while focusing on three courses that had the most impact on me. To be even more of a cliché English teacher, this essay is broken up into a few stages of the Hero's Journey, where I will also discuss how I met the program goal of thinking in new ways by connecting classroom experience with design thinking, creativity, and equity driven approaches. Through these courses, I have explored how to accommodate differences in learners, create technology-rich learning experiences focused on empathy, and foster creativity in computing education.

Refusal of the Call

Beyond practical skills, the MAET program has influenced my personal growth as a teacher. I entered the program feeling nervous about managing graduate level coursework and full-time teaching. I wanted to gain confidence in completing my assignments without constantly second-guessing myself or my abilities. Over time, I realized that the program was not just about completing assignments to check off a "share tracker box" but rather developing a professional identity in thoughtful practice and reflection.

Meeting the Mentor

A course that transformed my thinking was CEP 817, Learning Technology through Design with Anne Heintz. Within this course, I focused on creating a discussion framework to help promote discussion in the classroom. The amazing thing about this course was that all of the learning experiences were grounded in empathy for learners. Something I had really enjoyed was the emphasis on slowing down to understand the learner’s perspective. Effective design does not start with having the biggest and best technology or the flashiest PowerPoint presentations. It starts with empathy, ideas, and being able to make changes where necessary.

Crossing the First Threshold

CEP 817 taught me to intentionally consider how students experience learning. We explored iterative design, where every prototype or lesson is tested, reflected on, and revised. I came to appreciate that iteration is not a sign of failure. Instead, it is a sign of thoughtful design and continuous improvement. I continue to praise and encourage iteration as a normal, necessary part of my life and work.

Through this course, I learned to ask questions that go beyond how functional something will be. Will this tool support learning for students with different needs? How will students feel when using the model? What assumptions am I making about what students already know or can do? These questions helped me approach both classroom instruction and technology integration more critically. I found myself pausing before implementing new tools or lessons to think about how they would affect learners in real contexts.

CEP 817 also reinforced the importance of feedback. Peers and instructors provided perspectives that helped me refine my projects in ways I could not have anticipated on my own. I learned to welcome critique and to see revision as an opportunity to deepen understanding rather than as a correction of mistakes. This mindset has changed the way I approach both classroom teaching and professional growth.

Tests and Allies

One of the other most interesting courses for me was TE 846, Accommodating Differences in Literacy Learners with Mary "Maggie" McConnaha. This course emphasized that literacy instruction is not a one-size-fits-all approach. Instead, effective teaching requires understanding of students and their developmental level, learning style, and individual strengths.

I am still new to teaching, but before this course, I had often approached literacy instruction with a general plan and minor adjustments for students who struggled because it was faster and easier to do. TE 846 pushed me to go deeper into student learning and understanding differences. I began thinking more critically about the connection between instructional strategies, assessment practices, and the needs of individual learners. The course required me to design lessons intentionally. Part of the reflection process also involved how my choices would go on to support growth for different students and see the types of impacts it made for one student.

One of the most practical takeaways from this class was the focus on differentiation. I practiced creating and teaching individualized lessons, and scaffolded lessons in ways that both challenge and support students simultaneously. For example, when planning reading activities, I had the student break down the text by focusing on context clues for confusing words, connotation and denotation of words, and determining tone of the author. This allowed the student to engage with the same grade level text as everyone else but with more guidance to help them determine the meaning of what is going on. This approach not only improved the comprehension for the student but the engagement too.
TE 846 also strengthened my reflective practice. After teaching a lesson, I would analyze what worked, what did not, and why. This reflection has become a habit that I carry across all my courses and teaching experiences. I now see assessment not as a separate task but as a way to inform instruction, making it more responsive and effective.

Approach to the Inmost Cave

CEP 833, Creativity in K–12 Computing Education with Bill Marsland, was another course that significantly influenced my teaching practice. Creativity in computing is not just about "programming hard things" (and honestly speaking, it was challenging, but a good challenge). Some of the best things I gained from this course was problem-solving, exploration, and realizing how to make connections across content areas.

This course introduced me to the Creative Learning Spiral: imagine, create, play, share, and reflect. Each phase of the spiral pushed me to approach learning differently. I experimented with tools and ideas, collaborated with peers, and reflected on the impact of my work. The structure encouraged me to be playful and to see mistakes as part of the learning process rather than as failures.

The Reward & The Road Back

One of the MAET program goals is to help students think in new ways. I believe I have met this goal through the combination of these three courses. TE 846 encouraged me to think about learners in individualized ways. CEP 817 taught me to approach design with empathy and reflection. CEP 833 pushed me to integrate creativity and equity into computing education. Together, these experiences have reshaped the way I approach teaching and learning.

One of the most rewarding aspects of the program has been the integration of theory and practice. My learning has never felt "separate" from what I do in the classroom. Each course provided opportunities to try ideas, different ways to break down content, reflect on outcomes, and adjust accordingly.

For further explanation, in TE 846, I experimented with differentiated literacy instruction in my own classroom and noticed immediate changes in engagement. In CEP 817, I designed a discussion based learning model for students and refined it based on feedback and reflection. In CEP 833, I incorporated creative computing challenges that allowed students to explore content in new ways. Each experience reinforced the idea that learning is most effective when it is iterative, reflective, and student-centered.

The Resurrection

The program also changed my view of my own personal idea of failure. Iteration has become central to my practice. I no longer expect first attempts to be perfect. I am more willing to try new approaches, adjust based on feedback, and continue refining. This mindset has improved my teaching and increased my confidence in my abilities as a designer of learning experiences.

I have become more intentional about how I approach both teaching and learning. I reflect more deeply on why I make instructional choices and consider the broader impact on students. I am more willing to experiment and take risks, knowing that reflection and iteration will guide improvement. I also appreciate collaboration and feedback more than ever. Working with peers and instructors has exposed me to perspectives and ideas that I could not have discovered on my own.

Return with the Elixir

Equity and accessibility have become central to my practice. Across these three courses, I learned that designing for all learners requires attention to differences in background, experience, and ability. TE 846 helped me consider literacy development for diverse learners. CEP 817 emphasized empathy and thoughtful design. CEP 833 encouraged me to integrate culturally relevant computing practices.

These lessons have influenced how I design instruction and how I interact with students. I strive to create learning experiences that are accessible and inclusive, where students feel seen, supported, and challenged. Equity is a lens through which I plan, design, and reflect on every lesson because my students deserve it.

The MAET program has changed how I think about teaching, technology, and design. It has equipped me with practical strategies, reflective practices, and a mindset oriented toward equity and creativity. My growth in these areas will continue to shape how I approach teaching and learning in the years ahead.

As I look forward to life after "earning a degree," I am excited to continue iterating on lessons, integrating technology thoughtfully, and creating learning experiences that empower students. I plan to build on the foundations established in TE 846, CEP 817, and CEP 833 by experimenting with new ideas, seeking feedback, and reflecting on outcomes. I know that growth is continuous, and I embrace the iterative process as a guiding principle in my professional life.

Reflecting on my MAET experience, I see a clear transformation in how I approach teaching and learning. I entered the program seeking practical skills and strategies, but I leave with much more. I have learned to think critically, design intentionally, and iterate thoughtfully. I have gained confidence, creativity, and a deeper understanding of equity in education.

The three courses I focused on (TE 846, CEP 817, and CEP 833) each contributed uniquely to this growth. Together, they shaped my ability to think in new ways, a central goal of the MAET program. Through them, I learned that learning is not just about absorbing content or completing tasks. It is about understanding learners, reflecting on practice, and continuously improving. The MAET program has changed the way I approach my job, the way I see my responsibilities, and the way I design learning experiences. It has taught me that teaching is iterative, reflective, and intentional. Most importantly, it has shown me that meaningful learning is created when educators think critically, design empathetically, and act creatively.