As I reflect on my educational journey, it's been a trajectory marked by unexpected opportunities and significant growth. It all began with my undergraduate studies at Michigan State University (MSU), where I immersed myself in learning about education. After completing my undergraduate degree, I found myself halfway through my Master's program, thanks to the concurrent courses I had taken during my internship. Initially, I hadn’t considered pursuing a Master’s degree beyond what I needed to do for a pay raise.
However, my perspective shifted when I stumbled upon the Master’s in Educational Technology (MAET) at MSU. The program caught my eye not only because of its focus on technology in the classroom, but also because it offered an incredible opportunity to study abroad in Galway, Ireland—a chance I never had while attending MSU as an undergrad. The idea of immersing myself in a new culture while enhancing my skills as an educator was exhilarating, and I knew this could be the perfect experience to expand my horizons.
Growing up in a family of educators significantly influenced my own journey into teaching. My aunts, both seasoned teachers, often shared their experiences and insights about education, instilling in me a deep-seated appreciation for the power of teaching and learning. They served as role models, showcasing not only the challenges but also the immense rewards of guiding young minds. Inspired by their dedication, I envisioned a career where I could make a positive impact on students and foster a love for learning.
Embarking on my journey within the MAET program has proven to be truly transformative. As an educator, my understanding of my role has shifted dramatically. This program has not only influenced the way I approach teaching but has also inspired a deeper commitment to fostering creativity, collaboration, and critical thinking among my students. The structured modules and project-based learning created opportunities to explore new educational methodologies and technologies. Each course contributed unique insights, reshaping my teaching philosophy and the strategies I use in the classroom.
Reflecting on my goals when I started the program, I sought to enhance my teaching toolkit with technology and innovative strategies to engage my students. The coursework pushed me to reevaluate traditional practices that often limit creativity and exploration in learning. Through collaborative projects, hands-on activities, and a community of like-minded educators, I found inspiration to challenge my limits and embrace a more engaging and exploratory approach to teaching.
In particular, three courses stand out as significant milestones in this journey: CEP 810: Teaching for Understanding with Technology, CEP 811: Adapting Innovative Technologies to Education, and CEP 812: Applying Educational Technology to Issues of Practice. Each course, which I experienced during the unforgettable study abroad program, illuminated different facets of technology integration and its potential to enhance learning experiences in profound ways. The study abroad experience was truly the best time, offering unique perspectives and a deep connection with fellow educators from around the world.
The first course, CEP 810, was both an introduction to the MAET program and a critical stepping stone in my understanding of technology in education. The focus on using technology to enhance instruction was pivotal, as it encouraged me to see beyond merely using tools for the sake of technology itself. I learned to assess various online platforms and their capabilities in fostering interactive and engaging learning experiences. A defining moment in this course was the Team Teaching project, where I collaborated with my peers to implement a lesson using a new online platform. This experience revealed the potential of technology to support collaborative learning and highlighted the importance of engaging students through innovative methods. As we explored different tools, I found myself excited about the possibilities technology offered to create dynamic learning environments tailored to my students’ diverse needs.
Through this course, I began to understand that effective use of technology requires thoughtful integration. I realized that the tools we choose to use must align with learning outcomes and facilitate deeper understanding. This realization deeply changed my approach to lesson planning, shifting my focus from "What technology can I use?" to "How can technology enhance my students' understanding and engagement?" The significance of this course extended beyond technical skills; it fostered a mindset of inquiry and adaptability. I learned to embrace the process of experimentation with technology, allowing me to discover new ways to connect with my students and ignite their passion for learning.
Building on the foundation laid in CEP 810, CEP 811 took my understanding of technology integration to new heights. This course presented a more nuanced view of the various online and offline technologies available to educators. We explored how these technologies not only engage students but also enhance their overall learning experiences. One of the most impactful experiences was our visit to a makerspace in Ireland, where we explored the hands-on applications of technology, including laser cutting and 3D printing. Engaging directly with these innovative tools ignited my creativity and highlighted the importance of incorporating hands-on experiences into the curriculum. I began to see technology as a vehicle for creative expression rather than merely a digital extension of traditional tools.
This course also encouraged me to broaden my perspective on what constitutes technology in education. I learned that technology is not limited to devices or software; it encompasses creative and interactive tools that foster innovation and engagement. This new understanding transformed my approach to teaching; I started seeking ways to incorporate more creative projects, often using technology as a conduit for student expression and exploration. The coursework in this class inspired me to develop lessons that embraced the maker mindset, allowing my students to explore, create, and collaborate on projects that resonated with their interests. Moving forward, I felt empowered to create a learning environment that encouraged experimentation, where failure was viewed as a vital part of the learning process. This shift in philosophy opened the door for my students to take risks and engage in deeper learning.
The culmination of my summer semester — CEP 812 — brought a new perspective to my understanding of educational technology and its application to real-world challenges. This course focused on identifying "Wicked Problems" in education—complex, multifaceted issues that do not have straightforward solutions. This course urged me to critically assess educational challenges, particularly with an equity-based lens. I focused my project on investigating achievement gaps in Title 1 schools, an area that hit close to home as I have personally witnessed the disparities that exist in educational access and resources. While this was often frustrating, it also became a powerful catalyst for reflection and growth. Engaging with these complex issues pushed me to think creatively about how technology could offer potential solutions to inequities in education. I learned about different tools and strategies that could support more equitable learning experiences. This course reinforced the idea that technology should not merely replicate traditional teaching methods but should instead challenge existing paradigms to create more inclusive and accessible learning environments.
As I reflect on my experience in the MAET program, it's clear that these courses did more than just provide technical skills; they reshaped my entire approach to teaching. I emerged from each course with a renewed sense of purpose and commitment to fostering creativity, collaboration, and critical thinking within my classroom. Incorporating technology became not just a method of engagement but a fundamental component of my teaching philosophy. I recognized that as educators, we have the power to use technology not only to enhance learning but to expand the horizons of possibility for our students. By creating a classroom environment that is inclusive, exploratory, and student-centered, I can empower my students to take charge of their learning journeys.
In my classroom, I now prioritize establishing a culture of collaboration where students work together on projects, share their learning, and build upon each other’s ideas. This not only fosters a sense of community among my students but also prepares them for a world that values collaboration and teamwork. Furthermore, I have begun to introduce more open-ended projects that allow students to express their creativity. For instance, I recently did a debate in writing where students created multimedia presentations around topics of their choice. This project encouraged students to explore their interests while honing research, collaboration, and presentation skills. Watching them take pride in their work and share their unique perspectives was incredibly rewarding, confirming the power of giving students autonomy in their learning.
Addressing "Wicked Problems" in education continues to be at the forefront of my teaching philosophy. My experience in CEP 812 has encouraged me to approach these complex issues with a critical and creative mindset. As I work to identify and address these challenges, I realize the significance of collaboration not only among students but also with fellow educators, families, and community members.
Through workshops and professional learning communities, I am now more equipped to collaborate with my peers. Together, we discuss the unique challenges our students face and share strategies for leveraging technology to promote equitable learning opportunities. By fostering these collaborative relationships, we create a supportive network that empowers us to tackle the "Wicked Problems" we observe in our education system. Additionally, I have sought to engage families in addressing these challenges. I now send home resources and technology guidance that help parents support their children’s learning. This approach not only builds a bridge between home and school but also fosters a sense of community around addressing educational inequalities.
As I move forward from this program, I am deeply committed to continuing this journey of innovation and growth. I aspire to create an educational landscape where students feel inspired to explore their passions, collaborate with their peers, and engage in learning that extends beyond the confines of the classroom. The skills and insights I have gained through this program will continue to shape my practice and influence the lives of the students I serve.
The MAET program has equipped me with the knowledge and confidence to embrace emerging technologies and innovative pedagogical strategies. I am excited to explore how advancements in artificial intelligence, virtual reality, and other technologies can enhance learning experiences. I envision incorporating elements such as virtual field trips or immersive learning environments that transport students to places and experiences beyond our classroom walls. Moreover, I recognize the importance of lifelong learning as an educator. I intend to seek out ongoing professional development opportunities, stay informed about emerging trends in educational technology, and continue collaborating with my peers. By committing to continuous growth, I can model the value of lifelong learning for my students and inspire them to remain curious and engaged throughout their educational journeys.
The MAET program has been a transformative journey that has profoundly impacted my practice as an educator. Through the lenses of technology, creativity, and equity, I have come to see the potential for my students and myself to grow beyond traditional boundaries. Each course served as a stepping stone that led me to view my responsibilities through a new lens—one that values engagement, exploration, and creativity in learning.
The integration of technology into education is no longer seen as an add-on but as a foundational aspect that enriches the learning experience. Creating an environment where students can explore, collaborate, and engage with real-world issues empowers them to become not just recipients of knowledge but active participants in their education.
As I look ahead to the future, I am filled with enthusiasm for what lies ahead in the field of education. My study abroad experience and the incredible connections I made during my time in the MAET program will always be cherished memories—the best time ever that I look forward to building upon in my educational journey. The journey of integrating technology into education is just beginning, and I am eager to embrace the endless possibilities that lie ahead. Together, we will navigate the winding paths of learning, fostering a culture of creativity, collaboration, and curiosity. I am committed to being the kind of educator who inspires students to dream big, think critically, and approach their education with a sense of wonder. By sharing my voyage through the MAET program, I hope to inspire fellow educators to embark on their paths to embracing the transformative power of technology in education. As I conclude this reflection, I am reminded of the influential role my aunts played in inspiring me to pursue this path. Their dedication to teaching has been a guiding light in my journey, and I hope to carry forward their legacy of passion, innovation, and commitment to education. I look forward to nurturing the next generation of learners, using technology to create rich, meaningful learning experiences that will leave a lasting impact on their lives.