From Classroom to Catalyst: How My Master’s Journey Transformed My Teaching

From Classroom to Catalyst: How My Master’s Journey Transformed My Teaching Practice

When I began my graduate journey at Michigan State University, I was focused on becoming a better classroom teacher. I wanted to reach more students, understand their needs more deeply, and use technology more effectively. What I didn’t expect was how profoundly my thinking—and my identity as an educator—would evolve. This program transformed me from a traditional classroom instructor into a catalyst for change, not only in my own teaching but in how I approach equity, inclusion, and innovation in education.

Through the Master of Arts in Educational Technology (MAET) and the Graduate Certificate in Educational Psychology, I gained new lenses for understanding learning. The combination of these programs helped me move from simply delivering content to designing meaningful, student-centered experiences that reflect both compassion and creativity.

This synthesis captures that transformation—how the courses I took challenged and reshaped my teaching practice, and how I emerged as an educator empowered to lead, adapt, and inspire.

A Shift in Perspective: From Tools to Purpose

Before starting this program, I viewed technology primarily as a means of engagement—something to grab student attention or fill time. Through my coursework, I learned that educational technology isn’t about the flash; it’s about deepening understanding. I moved from seeing tech as an add-on to recognizing it as a powerful vehicle for equity, inclusion, and transformation in the classroom.

One of the most powerful realizations I had was that meaningful learning doesn’t come from flashy slides or gamified lessons alone—it comes from creating learning experiences that connect with students on a human level. I started asking myself questions like, “Who is this tool serving?” and “Does this support my students’ voices, cultures, and strengths?” These questions helped me reframe my planning and redefine what success looks like in my classroom. I also became more intentional about integrating student choice and agency into lessons, especially for students who often feel silenced or invisible in traditional settings. With this mindset, technology became a bridge—not just to knowledge, but to empowerment.

Likewise, studying educational psychology helped me understand why students behave the way they do, how they learn, and what motivates them. This dual perspective now drives my instruction. I no longer just plan lessons—I plan experiences that center student needs, leverage technology meaningfully, and respond to the emotional and cognitive realities of learning.

Course Highlights: Where Growth Took Root

CEP 810 – Teaching for Understanding with Technology

This course marked a pivotal moment in my thinking. It pushed me to move beyond using digital tools for the sake of novelty and focus instead on designing technology-rich learning environments that support understanding. I explored frameworks like TPACK and UDL, which helped me critically evaluate how and why I use tech in my classroom. I created a "Networked Learning Project" where I learned a skill (digital drawing) using only online resources—experiencing firsthand what it feels like to be a learner in a digital age.

Skills Gained:

- Instructional design using TPACK and UDL

- Curating and evaluating digital tools with purpose

- Reflecting on learner experience in tech environments

This course empowered me to be more intentional, not just about what I teach, but how and why. My students now benefit from lessons that are more inclusive, student-driven, and grounded in purposeful tech use. The growth I experienced in CEP 810 laid the groundwork for deeper exploration in later courses. As I began to understand how technology could support understanding, I also became more aware of the emotional and behavioral challenges my students face—especially those impacted by trauma or inconsistent support systems. This awareness led directly into one of the most transformative experiences in the program: my work in behavior analysis.

CEP 844 – Applied Behavior Analysis for Teachers

As a middle school teacher working with students who’ve experienced trauma, this course was deeply personal. I learned how to observe behavior objectively, collect data meaningfully, and apply interventions that are evidence-based and empathetic. I realized that many behaviors are messages—and when we respond with curiosity and structure instead of frustration, we open doors for learning.

Skills Gained:

- Designing behavior intervention plans (BIPs)

- Conducting functional behavior assessments (FBAs)

- Interpreting behavior data to guide decisions

I use these skills daily—whether managing a high-energy classroom or supporting students with emotional regulation. This course made me more patient, more informed, and more equipped to create classrooms where all students can thrive.

CEP 820 – Teaching and Learning Online

This course gave me confidence in a domain I previously found intimidating—online education. I learned how to build community in digital spaces, facilitate meaningful asynchronous discussions, and design modules that support independent learning. As someone who values connection, I was skeptical of online teaching. But this course showed me how empathy and clarity can bridge physical distance.

Skills Gained:

- Designing online learning modules using LMS platforms

- Facilitating student engagement in digital environments

- Using multimedia to differentiate instruction

When schools shifted to online or hybrid formats, many educators—myself included—had to adapt quickly. But unlike before, I didn’t panic. I had strategies, templates, and frameworks to fall back on, thanks to this course. More importantly, I had the mindset to approach challenges as opportunities for creativity and student empowerment. I used tools like EdPuzzle, Google Classroom, and Nearpod not just to assign content but to create interactive spaces where students could learn at their own pace and feel a sense of control in uncertain times. That shift was incredibly validating and reminded me why flexible, inclusive instruction matters so much—especially for students in underserved communities.

Beyond the Courses: A Shift in Identity

This program didn’t just change my lesson plans—it changed how I see myself as an educator. I used to think of myself primarily as a content expert or classroom manager. Now, I see myself as a designer of learning experiences, a tech-integrated problem-solver, and a student advocate rooted in equity and psychology. I’ve also become more reflective. Through journaling, blogging, and class discussions, I’ve developed a habit of pausing to ask, “Is this working for all students? Why or why not?” That question is now central to my planning and my growth.

My studies in educational psychology also reshaped how I interpret student behavior. Instead of labeling students as “disruptive” or “unmotivated,” I began to consider what needs were going unmet. This change in perspective allowed me to be more responsive rather than reactive. I started building stronger relationships with students by acknowledging their experiences and listening more deeply. When a student acts out, I now ask, “What’s happening behind this behavior?” rather than jumping to consequences. This shift has made my classroom more compassionate and my students more open to learning.

My Capstone Experience: Connecting the Threads

In the CEP 807 – Capstone Seminar, I synthesized everything I’d learned into a culminating project that reflects my journey. I created an annotated transcript that not only documents the courses I’ve taken but tells the story of how each one shaped me. The capstone process helped me see patterns—how educational psychology grounded my understanding of learners, how educational technology empowered me to meet their needs, and how both prepared me to lead with empathy, strategy, and innovation.

As I assembled my annotated transcript and reflected on each course, I was struck by how each learning experience built upon the last. Whether I was exploring research methods in CEP 822 or considering policy in CEP 840, I was constantly connecting theory to practice. For example, understanding how to read and critique educational research has made me more skeptical of quick fixes and more interested in long-term solutions. I now seek out data to inform my practice, whether it’s tracking student growth, evaluating digital tools, or analyzing behavior patterns. I’ve also begun sharing research articles with colleagues and encouraging evidence-based discussions during staff meetings—something I wouldn’t have had the confidence to do before.

This reflection wasn’t just an academic exercise—it was a moment of clarity. I realized that everything I learned was connected by a central goal: creating learning environments where students feel seen, supported, and challenged.

Looking Ahead: Carrying the Work Forward

I’m currently teaching 6th and 8th grade math at a middle school in Detroit, where many of my students face barriers both inside and outside the classroom. Thanks to this program, I have more tools—and more confidence—to meet them where they are. I know how to use technology to differentiate, how to support behavior without punishment, and how to design instruction that respects each student’s story.

As I grow in my career, I want to become a resource not just for students, but for fellow educators. I envision facilitating learning communities where teachers can explore tech integration through an equity lens—centering the voices of marginalized students and designing instruction that uplifts them. I also want to advocate for systemic change at the school or district level. Whether it’s redesigning discipline policies, rethinking professional development, or leading curriculum initiatives, I want to make sure that student-centered, inclusive design is at the core.

To continue building my skills, I’ve also started exploring additional professional learning opportunities outside of my formal degree. One course I’m particularly excited about is Instructional Design Foundations and Applications on Coursera. This course dives into best practices for designing engaging, learner-centered instruction—something I believe will strengthen my ability to support both students and teachers in digital and hybrid learning spaces.

This program helped me see that leadership doesn’t always require a title—it requires courage, vision, and a deep belief in what’s possible.

Final Reflection: A Foundation for Lifelong Impact

Completing the Master of Arts in Educational Technology and the Graduate Certificate in Educational Psychology at Michigan State University has been one of the most meaningful professional experiences of my life. It challenged me, inspired me, and ultimately reshaped my practice in ways that benefit not only me, but every student who walks into my classroom. I came into this program hoping to become a better teacher. I’m leaving it as a more empowered, more reflective, and more courageous version of myself. I’ve learned to embrace uncertainty, to lead with empathy, and to keep asking better questions. Most of all, I’ve learned that transformation starts with one teacher, one classroom, and one decision to believe in something better. And I’m ready to be that teacher—every single day.