Reflection Letter

Hello everyone, and thank you for taking the time to peruse my e-Portfolio! My name is Kirsten L. Crooks, and I have been a high school Latin teacher for 12 years now. I have been studying Latin since my freshman year in high school, way back in 2001, and since then I have acquired several degrees related to the Classics, including my Bachelor’s degree in Ancient Greek and Latin from Boston University in 2009 and a post-baccalaureate certificate from the University of Kentucky in Latin Studies in 2021. These degrees have enabled me to bring a deep knowledge base and a level of Latin-speaking fluency to my courses that provide many opportunities for my students to receive comprehensible input in the target language and enriches their learning environment. I have also been studying education since 2013, earning my Master’s in Education with a concentration on teaching a world language in the secondary classroom from Temple University in 2015 and a second Master’s in Educational Technology along with the e-Learning certificate from the University of Texas Rio Grande Valley in 2024. 

Over the course of my time at UTRGV,  I increased my knowledge of how to deliberately use technology in my pedagogy so as to maximize student engagement and long term learning, through several hands-on projects directly related to my classroom that this e-Portfolio will present as evidence thereof. 

• In EDTC 6320, I worked collaboratively with 4 peers to develop a multimedia presentation to inform prospective students about the Educational Technology program at UTRGV, which defines the characteristics of an educational technologist and emphasizes the value that educational technology graduates bring to the workforce. 

• In EDTC 6321, I designed, developed, implemented, and evaluated a Latin-composition project for a specific group of learners, in a specific environment, using the ADDIE Instructional Design Approach. I designed a collaborative project for my Latin 2 classes using the Pages app native to their district-provided MacBooks, building off the Self-Directed Learning Opportunity project in EDTC 6341 for which I got the Apple Teacher certification. 

• In EDTC 6323, I built a Canvas course which is a dynamic and interactive Reusable Learning Object (RLO) designed to help American high school Latin students master the formation of the two historic subjunctive tenses in both active and passive voices and provides a series of engaging activities through which learners will explore the subjunctive mood, including its formation, identification, and nuances. The RLO offers comprehensive explanations, examples, and practice exercises to reinforce understanding and retention before ultimately assessing their skill acquisition. 

• In EDTC 6325, I developed self-paced lessons for chapters 28-31 of the Ecce Romani II textbook, which also caters to the mixed-level nature of my Latin 2 class. The aim was to provide a flexible learning environment where students can progress at their own speed, with additional support for those who need it and the ability for others to move ahead as they are able. This approach accommodates the varied learning needs and paces of my students effectively, especially as it is a mixed-level course, with about 75% of the students being enrolled in Honors Latin 2 and the remaining 15% being in College-Prep. 

• During my Practicum in EDTC 6332, I built on my 6325 e-Learning Module to finish developing self-paced lessons for chapters 32, 33, and Review VII of the Ecce Romani II textbook, which are remaining chapters covered during the first quarter of my Latin 2 class. The aim was to provide a flexible learning environment where students can progress at their own speed, with additional support for those who need it and the ability for others to move ahead as they are able. 

Pursuing this master's degree in educational technology, particularly with the e-Learning certificate, significantly reshapes the traditional concept of teaching. One of the most profound takeaways from such a program is understanding that teachers can function as learning facilitators rather than being the sole dispensers of information. The skills I’ve learned over this program using educational technology will help me become an architect of a flexible learning environment that adapts to and supports individual student journeys. The specific skills I learned with Canvas in EDTC 6325 and 6332 will empower my students to take control of their own learning because I know I can provide access to a vast array of resources, allowing students to engage in personalized learning experiences and progress at their own pace. I have learned to integrate interactive e-learning modules, gamified learning experiences, and multimedia resources into my teaching strategy to significantly boost student engagement and motivation. This makes true differentiated instruction significantly easier to attain, as proficiently-designed technological tools ensure that each student engages with the material in a way that suits them best. But, that’s not to say that a personalized experience needs to be a completely solo learning journey! Even in such an independent educational setting, I can still use my skills to foster discussions and guide the collaborative process, enhancing learning through shared knowledge and perspectives. And because ed tech enables the incorporation of problem-based learning, simulations, and real-world scenarios into the curriculum, I have learned to design and manage these experiences, encouraging students to apply their knowledge critically and creatively to solve problems, which in turn nurtures essential skills such as critical thinking, problem-solving, and decision-making. But because I am still the subject matter expert in the room, I know I must use digital platforms to monitor student progress, identify areas of difficulty, and provide timely, personalized feedback and to offer ongoing assessment that helps students understand their learning trajectory and make necessary adjustments, fostering a growth mindset. By modeling the use of educational technology and demonstrating its benefits, I can instill in my students the values of lifelong learning and adaptability, and, in a rapidly changing world, these qualities are crucial for success. This program also helps to demonstrate that I am a lifelong learner myself who wants to stay updated with technological advancements and pedagogical innovations, continually refining my instructional praxis. 

Particularly because my current district uses a blended tracking program, the skills I have learned and the projects I have developed during this program will immediately benefit my actual students because I can use them in the classroom starting this fall. I am already in the process of transferring the Canvas courses over into the Learning Management System that is used by my school so that I can assume my facilitator role in my actual classroom. Unfortunately, this upcoming year is the final year my district is using its current curriculum, but I have no doubt these skills are directly transferable to the upcoming curriculum and I can use them to develop similar e-Learning modules. This will save me a lot of planning time year after year and enable me to provide more targeted and useful feedback to my students during the prep time built into my teaching schedule. Being able to more efficiently use my contracted time will also ensure I have a healthier work-life balance going forward, which will not only benefit me personally, but also my students since I will be able to avoid burnout by keeping myself continually refreshed and rejuvenated in my teaching role. Ultimately, I think this program is what will enable me to make it to retirement without becoming the kind of teacher who is using the same materials for 20 years and is just waiting out the clock. I want to thank the amazing professors and colleagues I have met over my time at UTRGV for their time and expertise!