Synthesis

I almost didn’t begin my graduate program at Michigan State University.

Two years ago, I was in the thick of motherhood raising my two-year-old son when I received another positive pregnancy test. Graduate courses were set to begin a month later. I began questioning how I could possibly manage motherhood, pregnancy, the newborn stage, two new classes of first grade students, my marriage, and the rigorous coursework required to complete a master’s degree? Continuing my education in a formal capacity had been a long-standing goal of mine since I began teaching in 2019 yet there had always been a good reason to delay: being a first year teacher, the COVID-19 pandemic, becoming a first time mother, moving to a new elementary school, moving homes. There was always a reason to wait. 

As I began this program, I had several key learning goals. I wanted to better understand how to integrate technology in meaningful, student-centered ways, develop my ability to think critically about problems of practice, and grow as a leader within my professional community. Throughout this program, I worked to build both the knowledge and skills necessary to meet these goals, ultimately drastically impacting my understanding of teaching and learning. 

In my first semester I enrolled in “Computational Thinking in K12 Education”. This course challenged and redefined my understanding of educational technology. Initially, I assumed  the program would focus on evaluating preexisting digital tools –identifying which programs best supported student learning in areas such as literacy or mathematics, or how platforms like Google Workspace could be integrated into instruction. However, this assumption was quickly disrupted.

This course shifted my thinking in two ways. First, I came to understand preparing students for active participation in the 21st century requires more than simply using technology. Students must be creators with technology. Throughout the semester, I developed a deeper understanding of computational thinking and the skills embedded in it, including abstraction, decomposition, pattern recognition, algorithms, automation, and simulation. Each of these skills was explored individually and later synthesized in a culminating project. 

In my final assessment, I designed a context-specific STEAM unit about sun and shade for my first grade students. This unit was designed to intentionally integrate multiple computational thinking skills. For example, students used decomposition to break down the concept of shadows into manageable components, abstraction to focus on variables affecting light and shade, and simulation to model how shadows change throughout the day. This experiment demonstrated that even young learners are capable of engaging in complex, systems-based thinking when given intentional, developmentally appropriate opportunities. 

Second, I learned that developing computational thinking does not require constant access to digital devices. Prior to beginning the MAET program, I was concerned that educational technology integration would lead to increased screen time for students. Instead, I was introduced to “unplugged” learning – lessons that build computational thinking skills without the use of technology. This approach emphasized that the goal is not technology use for its own sake, but rather the development of problem solving skills that can be used when computer programming.

 Throughout the program I designed several unplugged lessons that are meaningful to my first grade classroom. One example included a lesson combining social studies and mathematical standards with computational thinking skills to have students plan a birthday party for their teacher. Experiences like this reinforced my understanding that technology education is about thinking, not devices.

This shift has not only impacted my teaching, but my student’s learning. I have seen deeper engagement and more longing for understanding. Students are not just completing tasks, but asking questions, test their theories, and iterate their thinking.

In addition to reshaping my instruction practices and beliefs,  my coursework emphasized the importance of building and engaging with a professional learning community (PLC). Early in the program, I began to form connections with peers, learning about their professional contexts and personal interests. Over time, these relationships evolved to a meaningful network of educators who challenged my thinking, provided feedback, and supported my growth. This PLC extended beyond coursework. It became a source of ongoing collaboration I will continue to rely on throughout my career. 

In the following semester, as I entered the final trimester of my pregnancy, I enrolled in “Applying Educational Technology to Practice”. This course continues to stand out as one of the most impactful experiences in my program due to its emphasis on addressing real-world challenges. I was challenged to identify and explore a “wicked problem” - a complex issue with no single, clear solution.

Looking to challenge myself,I decided to investigate the question “How can students receive a quality education outdoors?” This topic pushed me beyond my comfort zone and allowed me to focus on personal interests within my professional context..  In the final weeks of my pregnancy I designed and distributed a survey to outdoor education programs and educators, analyzed their responses, and shared my findings with my peers and a broader audience.

This experience fundamentally shifted my perception of my role as an educator. I began to see myself not only as a teacher but also as a researcher capable of contributing to meaningful change. I developed advocacy materials, including letters to parents and school administrators, to communicate the value of outdoor learning supported by evidence. For the first time, my research extended beyond academic requirements and into practical application.

Prior to this program, my participation in research had been mostly theoretical – something I completed for coursework or professional development. Through this experience, I recognized the potential for research to directly inform and transform my practice. I now approach educational challenges with a mindset oriented toward inquiry, data collection, and problem solving. 

This course also altered how I approach problems more broadly. Previously, I often searched for the “best” solution assuming that a “best” answer existed. However, engaging with a wicked problem revealed that many challenges in education are complex and multifaceted. Rather than seeking one definitive solution, I learned to approach my problem from multiple perspectives, test various strategies, and refine my approach based on outcomes. This shift has made me a more flexible, reflective, and responsive educator. 

 Additionally, the initiatives that I bring into my classroom are grounded in research based evidence that supports student needs.  Knowing the benefits of spending time outdoors has inspired me to share my findings with the student families by designing a “Spring Outdoors for April” challenge to be completed outside of school – similarly to March is Reading Month. By the end of this semester, I developed new strategies for problem solving and welcomed a brand new baby boy into my family.

During the summer of 2025, in the midst of the newborn stage, I began the course “Technology and Leadership”. Prior to this course I did not see myself as a leader. I viewed leadership as a formal role rather than a mindset, often thinking, “I’m just a teacher and a mom – I’m not in a position to lead”. This course challenged that belief and redefined my understanding of leadership.

I came to view leadership as a set of actions and dispositions rather than a title. Leadership involves initiative, collaboration, and the willingness to guide others through change. Throughout the course, I was given the opportunity to develop leadership skills, particularly in the context of supporting colleagues in technology integration. 

One of the most significant assignments involved designing a professional development (PD) session. I intentionally approached this task by considering what makes a PD valuable from the perspective of the participants.  Drawing on personal experience, I created a session on HyperDocs that modeled and teaches best practices by allowing participants to engage in self-paced, interactive learning. I also designed this PD with real-world application in mind. My district hosts an annual conference-style professional development event, and I specifically designed this session with the intention of presenting it to my colleagues.

This experience served as a turning point in how I view my role within my school community. I began to see myself as someone who can contribute to the professional growth of others – not through formal authority, but through sharing knowledge, facilitating learning, and leading by example through asking questions. I now recognize that leadership is evident in everyday actions: speaking up in meetings, offering support to peers, and purposefully collaborating to address challenges. 

Reflecting on my journey, I am struck by how much has changed over the past two years. When this program began, I could not have predicted the depth of growth I would experience. Today, I am the mother of two young boys – one now four years old and the other just over one. As I consider the passage of time through their growth and development, I also recognize the transformation in my professional life.

My understanding of the relationship between technology and education has significantly shifted. I no longer view technology as a set of tools to be implemented, but as a medium through which students can think, create, and solve problems. My instructional practices now reflect a more balanced and intentional approach, equally integrating digital and unplugged experiences to support student learning.

Looking towards my future, I am committed to continuing this growth. I will provide my students with opportunities to engage in meaningful, hands-on learning experiences that prepare them for the demands of the 21st century while encouraging them to stay connected with the natural world. I will continue to engage in research-informed practices, using data and inquiry to guide decisions. Additionally, I will embrace my role as a leader within my community through supporting colleagues and contributing to a culture of continuous learning and improvement.

Moving forward, I aim to continue refining my instructional practices through reflection and collaboration within my professional learning community. I also hope to take on more formal leadership opportunities, using what I have learned to support school-wide and district-wide initiatives.

Ultimately, this journey has extended far beyond earning a degree. It has reshaped my identity as an educator, a learner, and a leader. Most importantly, it has deepened my commitment to creating meaningful learning experiences for my students – and to contributing to a future that reflects the values I hold for my own children.

This essay was edited with the assistance of ChatGPT for clarity, grammar, and organization.