I clearly remember sitting at the pool with my coworker last summer after my first successful year of teaching. I had finally earned a break when she asked me what master’s programs I had applied to. I looked at her as if she had gone mad! Twenty-five years my elder, she pulled her sunglasses down, looked at me, and said, “The sooner, the better! You’ll regret it if you wait!” Then we went back to sunning by the pool.
That evening, I began one application after another for different programs. I felt late to the party—it was already August! I found the MAET program (Master of Arts in Educational Technology) at Michigan State, which also happened to be my alma mater. It was an online program that accepted the maximum number of graduate credits I had already earned during my year-long teaching internship. I was initially looking forward to a pay bump and the satisfaction of checking “master’s degree” off my never-ending to-do list. In my original application essay, I wrote about desiring to use technology more effectively to support the learners in my classroom. In this essay, I also had a goal of supporting my teaching peers in these areas as well.
Now that I am nearing the end of my Master’s in Educational Technology, I can easily say this learning experience changed my outlook early on. The very first set of courses inspired me to lead in my profession by creating educational resources for the parents and families we work with every day, while also cultivating a deep interest in the science of how both children and adults learn. From that first experience alone, I promised myself I would not be a passive educator, but rather one who is deeply invested in the connection between schooling and the community. I began to encourage my colleagues to use technology in supportive ways in their classrooms, became more knowledgable about my learners, and was really beginning to buy into the goal I wrote in my program application. This is a lasting goal I continue to pursue.
Furthermore, my Master’s in Educational Technology has also allowed me to earn a Graduate Certificate in Learning Sciences. Through this work, I’ve explored how learners—both children and adults—acquire knowledge in different ways and how various structures and tools can support effective teaching. This has enriched my interactions in the classroom, but I’ve noticed an even greater impact on how I engage with my fellow educators. I’ve used these skills to share resources and have developed a growing interest in supporting my teaching team’s learning in ways that suit their individual styles. I've made suggestions and recommendations for district professional development and conducted research in this area throughout the program. This has made a lasting impact on my school—and on me as a teacher.
So, while I started this program with modest goals of a pay raise and another task crossed off the list, I’ve gained far more than I ever expected. My dedication to investing in my teaching community and peers has fueled my work both in the program and in my school. I’m elated at the possibilities of sharing my newfound knowledge of Educational Technology and the Learning Sciences during teacher orientation this upcoming school year. I look forward with intention and excitement to continuing my career with these purposes at heart.