Goals and Growth

My third goal was to become a leader in my community by gaining not only a broad knowledge of technology tools but also the skills to implement them thoughtfully and equitably. I expected that courses such as Psychology of Learning would help me build a foundation for knowing not only which tools to use but also when and why to use them, so that my technology choices would be grounded in sound learning theory. Community has always been something that deeply mattered to me and continues to inspire much of what I do. My ultimate goal within the MAET program was to prepare myself to open doors for my students through equitable STEM education by giving back and providing students with the opportunities I had growing up, such as robotics clubs and computer science classes. I believed the structure of the MAET program and its flexible and diverse course offerings, including its culminating capstone portfolio, would help me synthesize everything I learned and position me to make a real difference for my students. 

Initially, my goal was to learn how to explicitly teach computer science, but now, in my role as a fifth-grade teacher, I realized that this specific knowledge is not always what I need. My focus has shifted from teaching standalone computer science to integrating computer science concepts into core subjects. This shift led me to place a greater emphasis on computational thinking in my graduate work. I am now exploring how computational thinking activities can be used to differentiate instruction for gifted learners, refining how these skills can support diverse student needs. 

At the same time, the educational technology landscape has been changing rapidly, particularly with the rise of Artificial Intelligence (AI). I had always aimed to determine when and where it is most appropriate to use technology in the classroom, especially with respect to developmental appropriateness. The increasing use of AI by both students and teachers has made these decisions more complex, challenging me to rethink how to integrate technology thoughtfully while maintaining my focus on equitable and effective learning experiences. Not only do I want to strengthen my understanding of technology, but I also want to consider how new technologies shape the type of thinking I want my students to develop. 

In addition to refining my content-centered goals, the MAET program has strengthened my desire to be a technology leader in my community and center culturally responsive pedagogy in my teaching practice. My goal, to become a leader in my community, has developed as I collaborate with peers and instructors while also sharing what I learn and discuss with my colleagues at my job. MAET helped me learn about different ways that intersectional identities impact learning experiences, and it is my goal to continue to develop these competencies and become a better student, teacher, and colleague every day.