Expanding Horizons
When I applied to the Master of Arts in Educational Technology (MAET) program, I had clear goals in mind. I wanted to deepen my understanding of educational technology, improve my ability to integrate digital tools into meaningful learning experiences, and develop a more global perspective on education. Additionally, I sought to expand my professional network and embrace innovative teaching practices that could help me create engaging, inclusive, and future-ready classrooms.
Now, having progressed through the program, I can see growth in each of these areas. My ability to design technology-rich learning experiences has strengthened through coursework and hands-on projects. I’ve explored new digital tools and platforms, not just as a user but as a critical evaluator—learning when, why, and how to implement technology for the greatest impact. I have also gained a deeper understanding of the pedagogical theories that drive effective tech integration, which has helped me become a more reflective and intentional educator.
My global perspective has expanded significantly. Participating in the overseas portion of the program in Galway allowed me to experience education from a cross-cultural lens. Collaborating with peers from different backgrounds and immersing myself in a new learning environment reinforced the importance of flexibility, creativity, and cultural responsiveness in teaching. The experience also pushed me outside my comfort zone, helping me grow in ways I hadn’t anticipated.
Professionally, I have connected with educators who share my passion for innovation, and these connections have been instrumental in broadening my understanding of technology’s role in education. Learning from and with others has reinforced my belief in collaboration as a key driver of progress in the field.
While my core goals have remained the same, my perspective on them has evolved. Initially, I saw technology as primarily a tool for engagement, but I now understand its deeper role in fostering critical thinking, creativity, and student agency. Rather than simply using technology, I aim to create learning experiences where students leverage digital tools to collaborate, problem-solve, and take ownership of their learning.
Additionally, my focus on global education has grown even stronger. My time in Ireland and my interactions with educators worldwide have reinforced my desire to help students see themselves as global citizens, capable of thinking beyond their immediate surroundings. This has influenced how I design lessons, ensuring that I incorporate diverse perspectives and real-world connections whenever possible.
As I continue my journey in the MAET program, I am excited to keep refining my skills and deepening my expertise. The knowledge and experiences I’ve gained so far have already shaped my teaching practice in meaningful ways, and I know there is still so much more to learn. My goals have not just been met—they have evolved, pushing me to think even bigger about what’s possible in education.
This program has been more than an academic experience; it has been a transformational journey that has made me a more thoughtful, adaptable, and forward-thinking educator. I look forward to continuing to grow, collaborate, and innovate as I work to create meaningful learning experiences for all students.
Building Bridges for a Brighter Future: My Path to Lifelong Learning in Education
As I continue my journey as an educator, I understand that learning is not confined to the classroom. In fact, it's an ongoing process that demands reflection, goal-setting, and a continual commitment to professional growth. In this essay, I have identified three specific areas of focus that will guide my personal and professional development as an educator: developing a multisensory approach to teaching, creating a maker’s space for hands-on learning, and building collaborative learning communities for educators. These goals are designed to deepen my impact on students and my peers, enabling me to foster creativity, inclusivity, and innovation in education.
One important goal is to introduce a maker’s space within my classroom or school. A maker’s space is a dedicated area where students can engage in hands-on exploration and creation, using tools, technology, and craft materials to bring their ideas to life. This type of learning environment fosters creativity, critical thinking, and problem-solving—skills that are essential for future success. I am passionate about moving beyond textbook-based learning and integrating practical, experiential activities that allow students to think critically.
Currently, my school offers access to digital tools like laptops and 3D printers, but I envision a space where students can also engage with more physical, low-tech materials to build prototypes, design models, and explore new concepts. I plan to advocate for the creation of a maker’s space by collaborating with school leadership to develop a proposal. Resources like Eduporium and Makerspace will provide guidance on selecting tools and materials that will best support the creative development of my students. Creating this space will not only encourage individual creativity but also foster collaboration among students as they work together on projects.
Another goal is to develop a more inclusive classroom that caters to the diverse needs of my students. Many traditional teaching methods heavily rely on visual and auditory instruction, but not all students learn best through these modes. Students with learning differences such as dyslexia, ADHD, or other cognitive and sensory challenges may find it harder to engage. To address this, I aim to integrate a multi-sensory approach to my teaching. By engaging students through multiple sensory modalities—visual, auditory, kinesthetic, and tactile—I can provide a more holistic educational experience that supports varied learning styles.
Research has shown that multi-sensory learning enhances memory retention, motivation, and engagement. Hands-on activities, visual aids, and interactive discussions can help activate different areas of the brain, providing a deeper level of learning. To deepen my understanding and implementation of this approach, I plan to explore resources such as the Center for Applied Special Technology (CAST). Their Universal Design for Learning (UDL) guidelines will offer valuable insights into how to create accessible lessons that accommodate all learners. I believe this will help me better meet the needs of students with diverse learning preferences and abilities.
The third goal I am pursuing is to build collaborative learning communities for educators. Teaching can often be a lonely profession, and fostering a culture of collaboration among educators is crucial for professional growth and the improvement of teaching practices. One effective way to achieve this is through Professional Learning Communities (PLCs), where teachers collaborate, exchange ideas, and engage in meaningful discussions about their practice.
I am committed to developing and leading a PLC within my school, where teachers can share resources, discuss new strategies, and support each other. A PLC will provide a space for teachers to take risks, share feedback, and experiment with new approaches in a safe environment. To learn more about best practices for setting up and leading PLCs, I plan to utilize resources like Edutopia and The Teacher Learning Center. These organizations provide valuable insights on facilitating collaborative spaces that promote continuous learning for educators.
The path of lifelong learning is essential to my development as an educator. By focusing on inclusive multi-sensory teaching methods, creating a maker’s space to inspire hands-on learning, and fostering collaborative professional communities, I am taking meaningful steps toward improving both my teaching and the learning environment for my students. These goals will not only help me grow as an individual educator but also contribute to the larger educational community, allowing me to be a catalyst for innovation, creativity, and positive change in the classroom. Through continuous learning and reflection, I will be better equipped to provide a more inclusive, dynamic, and enriching educational experience for my students.