MAET Goals

When I learned about the Master of Arts in Education Technology (MAET) at Michigan State University (MSU), my interest was immediately piqued. I had worked for nearly ten years in IT classroom support, helping and training faculty and staff with classroom hardware and software. However, I realized that even though my work experience had helped me to develop good technical and communication skills, I had a key gap in my knowledge base - I didn't know how to talk about (or even think about) the logistics of learning. 

That realization - my metacognitive awareness - helped me to take action. I applied for the MAET program with three goals in mind. First, I wanted to address my knowledge gap related to the field of education. During my undergraduate years, many of my good friends were aspiring K-12 teachers, and from my interactions with them I knew that teaching is a complex job, requiring thoughtfulness and intentionality, an awareness of workflow and even a unique lexicon that teachers leverage as they approach their task. I knew that though I was aware of my knowledge gap, I couldn’t fill it myself - I needed to study with education experts.

Second, I wanted to add a level of formality to my education. Working at a medical school, I was surrounded by doctors from various disciplines - PhDs, DOs, and MDs. That formal degree elicited a level of confidence in their knowledge and decision-making. I wanted to instill that same confidence in my colleagues, that they could trust my training as I assisted them in the use of technology in and out of the classroom. I also felt that a master’s degree would instill greater confidence in myself as I continued working in the field of education. 

Third, I had an ultimate goal of transitioning careers. I'd worked my way into a leadership role in information technology, managing the team that supported classrooms and technology across three campuses for MSU's College of Osteopathic Medicine.  However, I realized from my interests related to education development that I wanted to pivot from a more technical troubleshooting role to a position where I was able to make proactive decisions related to how technology adoption and curriculum development, with the intent to secure a role as either an instructional designer or education technologist. 

The MAET program has helped my goals reach fruition, and have also informed further professional development goals. My understanding of education theory and the considerations central to the work of education development and assessment has expanded. As I write this essay, I have nearly completed my master's degree, demonstrating competence in the psychology of education and its implications in the use of technology, and I plan to pursue further certifications related to the field, as well as focusing an expansion of my knowledge specifically in the field of medical education. 

As for my goal to obtain a role as an instructional designer, that occurred sooner than I expected! Shortly after beginning the MAET program, an instructional design position opened in the same college I was currently working. I applied, and was offered the job. Though my prior role at the college certainly assisted in my being offered this role, I believe my status as an enrollee in the MAET program contributed significantly as well. 

Since taking this new position, my goal shifted, to look for opportunities to directly apply what I learn in the program to my role as an instructional designer. This immediate authenticity to my education has been an incredible boon to my learning, raising my level of engagement as I have been able to incorporate many of the course projects directly to my professional practice. I am excited to continue my career as an instructional designer, buoyed by the confidence I've gained in completing my master's in education technology. 

In summary, the MAET program has been an incredibly positive experience in my life for the past three and a half years. I am excited to continue my professional learning in the context of education technology.