I have continually refined my focus in the ITEC graduate program these past few years. When I began the program, in the spring of 2015, I didn’t know what to expect. I had yet to be accepted into the program and I took 6 non-degree seeking credits hoping to be admitted in the summer. I found myself on the fence with every new assignment, I was stressed and discouraged trying to get back into the routine of school, and my focus and motivation was weak. However, after I successfully completed my first semester I felt more confident and focused. I was accepted into the program that summer and my motivation increased to help me develop relevant goals. I was determined to learn and engage in future classes.
To keep my work ethic and motivation rolling, I decided to take two more classes in both the summer and fall semesters that year. Much like my passion for basketball, I have found that when I come out of the game, I have a difficult time returning and performing at a high level. In my studies, I have to keep my mind in the game and focused with minimal breaks for optimal performance. Even within each course I had to find ways to be an active learner. At times, I found myself limiting my participation because I felt unfamiliar or weak with the topic of discussion. However, when I became more involved earlier in the week and asked questions, I kept myself in the game and learning became my normal exercise routine.
I have come to realize more and more how good of a fit this program was for me. The balance of science, or the theory of instructional technology, mixed with the art, or method of teaching, has provided a great balance to my professional career in teaching seminary. I never really noticed how often my co-workers would come to me with technology related questions or ask for help with their tablet, phone or computer until recently with my study in the program. I think my perspective has broadened and I now see my professional teaching through an instructional technology lens. It is exciting to be the instructional technology guru in my classroom, community and family.
Overall, these past years have been full of challenges that have strengthened my abilities and understanding, including: specific scholarly research, proper citations, in-depth discussions, elements of the instructional design process, visual literacy, case study analysis, and various learning theories. These have helped me achieve my goals and acquire the needed skills to continue best practices. Although there were times when I felt very overwhelmed trying to manage school, work, and family life, I feel very proud of my progress. The best advice I could give to someone entering this program would be to discipline themselves. It is important to set aside specific time for each class and work early and often on assignments or discussions. Time management proved to be my greatest weakness that became my greatest strength.
Looking back, I realize I received straight A’s in all my classes except for two summer courses that I tried to force into my busy summer schedule. I think I could have managed my time a little differently but it was a good learning experience to help propel me forward to better grades. Balancing these aspects of my life, has encouraged me to always be a life-long learner regardless of outside circumstances. I’ve learned that as I maintained a high level of motivation and a disciplined time management, I have been able to refine my learning philosophy, overcome limitations, and accomplish my program goals.