The preparation for my Google Level 1 and Level 2 Educator certification exams challenged me as a professional who has been utilizing Google Classroom for over fifteen years. While preparing for the exam, and completing the course requirements, I found myself questioning the specific and intentional use of technology in my classroom.  Was I merely substituting a digital resource for the sake of convenience or compliance, or was this tool being included with the intention of transforming learning for my students?  One of the most eye opening aspects of preparing for this certification, and the course as a whole, was the absence of a broad audience for my students to communicate and display the products of their learning or the reflection of the learning experience itself. I am now determined to broaden the reach of my classroom and find methods and sources of collaboration outside of our classroom and immediate community. Reading of the truly transformative potential of technology tools in the classroom, paired with the modules I completed while studying for my Level 2 certification inspired me to create a clear action plan for improving the use of technology within my classroom. In addition to preparing me to embed technology tools within google classroom, the modules I participated in also increased my productivity through personalizing my google workspace to fit my specific needs. 

During the preparation for my exam, I learned a great deal about the use of Google Meets to create opportunities for collaboration with my students. In addition, I gained knowledge of how to use google documents for assessment, data collection and analysis through google sheets; this knowledge has been pivotal in providing a way for my collaborative team to share live data and information regarding our group learning targets and instructional goals, as well as present it to our peers, advisory council and administrative team. The use of PLC protocols for data collection is a fairly new undertaking in my district within Career and Technology courses, and I intend to create professional development opportunities that provide clear guidance for implementing technology tools that support our district vision for Professional Learning Communities. As an Agent of EdTech for my campus, I now feel confident in providing advanced tutorials and training sessions on infusing technology into lesson design while striving to create a transformative learning environment that leads to a global perspective for my students, and a passion for chasing inquiry and solving real problems with critical thinking and innovative technology tools.